Relação entre as funções executivas e o desenvolvimento socio-emocional na população pré-escolar

Abstract

Objectives: This study aimed to understand Socioemotional Development (SED) from the perspectives of parents and teachers and to analyze the relationship between the abilities and difficulties perceived by these two key actors regarding preschool children and their Executive Functions (EF), particularly Inhibitory Control (IC) and Cognitive Flexibility (CF). Methodology: This study employed a quantitative and correlational approach to evaluate the relationship between the perception of SED by educators and parents and preschool children's performance on EF tasks. A convenience sample of 70 children aged 5 to 6 years (M = 5.65, SD = 0.32) was used, with 35 boys and 35 girls. SED was assessed through the Strengths and Difficulties Questionnaire (SDQ), a hetero-report instrument administered to both parents/caregivers and educators. To measure preschool children's EF, two performance-based tasks from the Early Years Toolbox (EYT) were used the Go/No-Go to assess IC and the Card Sorting to evaluate CF. Results: There was found a moderate negative correlations between IC and the hyperactivity scale as perceived by parents (r = -.36, p < .001), the peer relationship problems scale as perceived by parents (r = -.24, p < .05), the total difficulties scale as perceived by parents (r = -.32, p < .001). At the CF level, only a weak negative correlation was found with the behavioral problems scale as perceived by parents (r = - .28, p < .05). Finally, a moderate positive correlation with the prosocial behavior scale as perceived by teachers (r = .38, p < .05). Conclusions: The results confirmed the existence of significant differences between parents' and teachers' perceptions regarding children's socioemotional profiles. Specifically, while parents tend to report higher levels of emotional and hyperactive behaviors, teachers more frequently identify externalizing behaviors in the school environment. Additionally, moderate negative correlations were found between IC and certain behavioral difficulties, particularly in areas of hyperactivity and peer relationship problems, according to parents. CF showed weaker correlations with behavioral outcomes but was associated with a reduction in behavioral problems as perceived by parents, suggesting that these EFs are observable and impactful in different ways depending on the social context in which the child is situated.

Date of Award	20 Dec 2024
Original language	Portuguese
Awarding Institution	Universidade Católica Portuguesa
Supervisor	Joana Rodrigues Rato (Supervisor)