Avaliações e observações de práticas educativas e comportamentos infantis: um estudo comparativo entre pais, mães e professores
Evaluations and Observations of Educational Practices and Child Behavior: A Comparative Study between Fathers, Mothers, and Teachers
Resumo
Este estudo teve como objetivo analisar a concordância entre mães, pais e professores sobre habilidades sociais, problemas de comportamento e práticas educativas de crianças (6-10 anos), integrando autorrelato e observação direta. Participaram 43 indivíduos (11 mães, 11 pais, 10 professores e 11 crianças). Utilizaram-se instrumentos de relato e observação diretas. As análises (Wilcoxon e tamanho de efeito r) indicaram discrepâncias entre cuidadores e professores em comportamentos externalizantes e práticas educativas, mas maior concordância entre pais. Observações mostraram mais interações positivas das crianças com as mães. Sintomas depressivos maternos associaram-se a mais problemas infantis e práticas negativas. Os achados reforçam a importância de avaliações multi-informante e multimétodo para captar a variabilidade contextual e orientar intervenções.
Palavras-chave: Práticas educativas; Múltiplos informantes; Observação.
Abstract
This study aimed to analyze the agreement among mothers, fathers, and teachers regarding children’s social skills, behavior problems, and parenting practices (ages 6–10), integrating self-report and direct observation. Forty-three participants took part (11 mothers, 11 fathers, 10 teachers, and 11 children). Self-report and observational instruments were used. Analyses (Wilcoxon test and effect size r) revealed discrepancies between caregivers and teachers in externalizing behaviors and parenting practices, but greater agreement between parents. Observations indicated more positive child interactions with mothers. Maternal depressive symptoms were associated with higher levels of child behavior problems and more negative parenting practices. The findings highlight the importance of multi-informant and multimethod assessments to capture contextual variability and guide interventions.
Keywords: Educational practices; Multiple informants; Observation.
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