Aprendizagem de competências sociais e emocionais em crianças do 1.º ciclo do ensino básico
Avaliação do programa KidsTalentum
Resumo
O presente estudo pretende avaliar a efetividade do programa de outdoor training KidsTalentum na aprendizagem de competências sociais e emocionais em crianças do ensino básico. No programa, realizado ao ar livre, as crianças são retiradas da sua zona de conforto e estimuladas a enfrentar vários desafios. Foi adotado um desenho quase experimental com pré-teste e pós-teste, com duas turmas de cada ano de escolaridade do 1.º ciclo do ensino básico, distribuídas num grupo de controlo (n=78) e num grupo experimental (n=78). Para avaliar as competências sociais e emocionais foram utilizados tanto instrumentos de desempenho como de auto e heteroperceção. O efeito do programa foi avaliado através da análise da mudança de scores. Os alunos que participaram no programa KidsTalentum apresentaram uma melhoria nas competências de tomada de decisão e autoconhecimento. Os resultados apontam a metodologia outdoor training como uma ferramenta facilitadora da aprendizagem das competências sociais e emocionais.
Downloads
Referências
Ang, R. P., Farihah, N., & Lau, S. (2014). An outcome evaluation of the implementation of the outward bound Singapore five-day “intercept” program. Journal of Adolescence, 37, 771–778. https://doi.org/10.1016/j.adolescence.2014.05.003
Austin, M.L., Martin, B., Yoshino, A., Schanning, K., Ogle, D.H., & Mittelstaedt, R. (2010). The intersection of community and place in an outdoor orientation program. Journal of Outdoor Recreation, Education, and Leadership, 2(1), 74–92.
Bar-On, R., & Parker, J. D. A. (2000). The Bar-On Emotional Quotient Inventory: Youth Version (EQ-I:YV) Technical anual. Multi-Health Systems, Inc.
Becker, C., Lauterbach, G., Spengler, S., Dettweiler, U., & Mess, F. (2017). Effects of regular classes in outdoor education settings: A systematic review on students’ learning, social and health dimensions. International Journal of Environmental Research and Public Health, 14(5), 485. https://doi.org/10.3390/ijerph14050485
Bell, B.J., Gass, M.A., Nafziger, C.S., & Starbuck, J.D. (2014). The state of knowledge of outdoor orientation programs: Current practices, research, and theory. Journal of Experiential Education, 37(1), 31–45. https://doi.org/101177/1053825913518891
Boniface, M. R. (2000). Towards an understanding of flow and other positive experience phenomena within outdoor and adventurous activities. Journal of Adventure Education and Outdoor Learning, 1(1), 55–68. https://doi.org/10.1080/14729670085200071
Brendtro, L. K., & Strother, M. A. (2007). Back to basics through challenge and adventure. Reclaiming Children and Youth, 16(1), 2–6.
Brown, W. A. (2013). Expectation, the placebo effect and the response to treatment. Rodhe Island Medical Journal, 98, 19–21.
Bunting, C. J. (2006). Interdisciplinary teaching through outdoor education. Human Kinetics.
Cabral, F. M., Caravalho, M. A., & Ramos, R. M. (2004). Dificuldades no relacionamento professor/aluno: um desafio a superar. Paidéia, 14(29), 327–335. https://doi.org/10.1590/S0103-863X2004000300008.
Candeias, A. (2007). PCIS – Prova Cognitiva de Inteligência Social [CTSI - Cognitive Test of Social Intelligence]. CEGOC-TEA, Lda.
Candeias, A. (2008). Prova de Avaliação de Competência Social PACS [Social Competence Assessment Scales – SCAS]. Manual Experimental. CEGOC-TEA, Lda.
Candeias, A., & Rebocho, M, (2007). Questionário de inteligência emocional de Bar-On (Instrumento não publicado de avaliação psicológica).
CASEL - Collaborative for Academic, Social, and Emotional Learning (2013). CASEL Guide 2013. Effective Social and Emotional Learning Programas. Preschool and Elementary School Edition. CASEL.
Coelho, V. A., Sousa, V., & Marchante, M. (2016). “Atitude Positiva”: Um resumo de 12 anos de resultados de aplicação de programas de aprendizagem socioemocional. In A. Marques Pinto & R. Raimundo (Coord.), Avaliação e promoção de competências socioemocionais em Portugal (pp. 373–398). Coisas de Ler.
Collins, R. H., Sibthorp, J., & Gookin, J. (2016). Developing ill-structured problem-solving skills through wilderness education. Journal of Experiential Education, 39(2), 179–195. https://doi.org/10.1177/1053825916639611
Cooley, S. J., Burns, V. E., & Cumming, J. (2015). The role of outdoor adventure education in facilitating groupwork in higher education. Higher Education, 69(4), 567–582. https://doi.org/10.1007/s10734-014-9791-4
Cooley, S. J., Holland, M. J. G., Cumming, J., Novakovic, E. G., & Burns, V. E. (2014). Introducing the use of a semi-structured video diary room to investigate students’ learning experiences during an outdoor adventure education groupwork skills course. Higher Education, 67(1), 105–121. https://doi.org/10.1007/s10734-013-9645-5
Cristóvão, A. M., Candeias, A. A., & Verdasca, J. (2017). Social and emotional learning and academic achievement in Portuguese schools: A bibliometric study. Frontiers in Psychology, 8, 1913. https://doi.org/10.3389/fpsyg.2017.01913
Cunha, F., & Uva, M. (2016). A aprendizagem cooperativa: perspetiva de docentes e crianças. Interações, 41, 133–159. https://doi.org/10.25755/int.10839
Dewey, J. (2004). Democracia y educación. Una introducción a la filosofía de la educación. Morata.
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta- analysis of school-based interventions. Child Development, 82, 405–432. https://doi.org/10.1111/j.1467-8624.2010.01564.x.
Early Years Foundation Stage - EYFS. (2007). Effective practice: Oudoor Learning.
Farrington, C. A., Roderick, M., Allensworth, E., Nagaoka, J., Keyes, T. S., Johnson, D. W., & Beechum, N. O. (2012). Teaching adolescents to become learners. The role of noncognitive factors in shaping school performance: A critical literature review. The University of Chicago.
Fernández-Gámez, M. Á., Rosales-Pérez, A., Molina-Gómez, J., & Mora-Lucena, L. (2018). The effects of outdoor training on the development of emotional intelligence among undergraduate tourism students. Journal of Hospitality, Leisure, Sport & Tourism Education, 23, 39–49. https://doi.org/10.1016/J.JHLSTE.2018.06.001
Ferreira, A. M. (2010). Desafios da aprendizagem cooperativa no ensino secundário [Dissertação de Mestrado não publicada]. Universidade Lusófona de Humanidades e Tecnologias.
Ferrés, J. (1996). Vídeo e Educação. Artes Médicas.
Franco, M. G., Beja, M. J., Candeias, A., & Santos, N. (2017). Emotion understanding, social competence and school achievement in children from primary school in Portugal. Frontier of Psychology, 8, 1376. https://doi.org/10.3389/fpsyg.2017.01376
Geurten, M., Catale, C., & Meulemans, T. (2016). Involvement of executive functions in children’s metamemory. Applied Cognitive Psychology, 30, 70–80. https://doi.org/10.1002/acp.3168
Greffrath, G., Meyer, P., Strydom, H., & Ellis, S. (2013). A comparison between centre-based and expedition-based (wilderness) adventure experiential learning regarding group effectiveness: A mixed methodology. South African Journal for Research in Sport, Physical Education and Recreation, 35(351), 11–24. https://doi.org/10.1080/02614367.2011.552623
Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2014). Multivariate data analysis. Pearson Education Limited.
Hopkins, D., & Putnam, R. (1997). Personal growth through adventure. David Fulton.
Ladeiro, A. O. (2016). A interação professor-aluno e aluno-aluno em contexto escolar: um estudo de caso no 1.º ciclo do ensino básico [Relatório Final de Estágio]. Universidade de Aveiro.
Lantieri, L. (2008). Inteligencia emocional infantil y juvenil. Aguilar.
Lathrop, A.H., O’Connell, T.S., & Howard, R.A. (2012). The impact of an outdoor orientation program on First-Year Student Perceptions of life effectiveness and campus integration. Collected Essays on Learning and Teaching, 5, 92–97. https://doi.org/10.22329/celt.v5i0.3334
Marôco, J. (2014). Análise estatística com o SPSS Statistics. ReportNumber.
Marques Pinto, A., & Raimundo, R. (2016). Quadro de estudo da aprendizagem socioemocional: Evolução e desafios. In A. Marques Pinto & R. Raimundo (Coord.), Avaliação e promoção de competências socioemocionais em Portugal (pp. 15–36). Coisas de Ler.
McKenzie, M. (2003). Beyond “The outward bound process:” Rethinking student learning. The journal of Eperiential Education, 26(1), 8–23. https://doi.org/10.1177/105382590302600104
McKown, C., Russo-Ponsaran, N. M., Allen, A., Johnson, J. K., & Warren-Khot, H. K. (2016). Social-emotional factors and academic outcomes among elementary-aged children. Infant and Child Development, 25(2), 119–136. https://doi.org/10.1002/icd.1926
Meissel, K., Meyer, F., Yao, E. S., & Rubie-Davies, C. M. (2017). Subjectivity of teacher judgments: Exploring student characteristics that influence teacher judgments of student ability. Teaching and Teacher Education, 65, 48–60. https://doi.org/10.1016/j.tate.2017.02.021
Morais, A., Neves, I., Medeiros, A., Peneda, D., Fernanda, F., & Antunes, H. (1993). Socialização primária e prática pedagógica (Vol. II). Fundação Calouste Gulbenkian.
Moreira, P., Crusellas, L., Sá, I., Gosmes, P., & Matias, C. (2010). Evaluation of a manual-based program for the promotion of social and emotional skills in elementary school children: results from a 4-year study in Portugal. Health Promotion International, 25(3), 309–317. https://doi.org/10.1093/heapro/daq029
Mutz, M., & Müller, J. (2016). Mental health benefits of outdoor adventures: Results from two pilot studies. Journal of Adolescence, 49, 105–114. https://doi.org/10.1016/j.adolescence.2016.03.009
Oberle, E., Schonert-reichl, K. A., Hertzman, C., & Zumbo, B. D. (2014). Social – emotional competencies make the grade: Predicting academic success in early adolescence. Journal of Applied Developmental Psychology, 35(3), 138–147. https://doi.org/10.1016/j.appdev.2014.02.004
OECD. (2018). The Future of education and skills. Education 2030.OECD.
Opper, B., Maree, J. G., Fletcher, L., & Sommerville, J. (2014). Efficacy of outdoor adventure education in developing emotional intelligence during adolescence. Journal of Psychology in Africa, 24(2), 193–196. https://doi.org/10.1080/14330237.2014.903076
Orduz, J. R. (2002). De recreación a educación experimental: el debrief. Asociación Colombiana para el avance de las ciencias del comportamiento.
Pons, F., Harris, P., & de Rosnay, M. (2004). Emotion comprehension between 3 and 11 years: Developmental periods and hierarchical organization. European journal of developmental psychology, 1(2), 127–152. https://doi.org/10.1080/17405620344000022
Raimundo, R., & Marques Pinto, A. (2016). “Devagar se vai ao longe”: Síntese dos resultados relativos à eficácia e à qualidade da implementação de um programa de aprendizagem socioemocional no 1.º ciclo. In A. Marques Pinto & R. Raimundo (Coord.), Avaliação e promoção de competências socioemocionais em Portugal (pp. 321–346). Coisas de Ler.
Reinoso, M. (2006). Desarrollo de la competencias emocionales en los individuos de una organización utilizando la metodología de formación: OT [Tese de doutoramento]. Universidad de Granada. https://hera.ugr.es/tesisugr/16047060.pdf
Richmond, D., Sibthorp, J., Gookin, J., Annarella, S., & Ferri, S. (2018). Complementing classroom learning through outdoor adventure education: out-of-school-time experiences that make a difference. Journal of Adventure Education and Outdoor Learning, 18(1), 36–52. https://doi.org/10.1080/14729679.2017.1324313
Roazzi, A., Dias, M., Minervino, C., Roazzi, M., & Pons, F. (2008). Compreensão das emoções em crianças: estudo transcultural sobre a validação do teste de compreensão da emoção TEC (Test of Emotional Comprehension). In A. Noronha, C. Machado, L. Almeida, M. Gonçalves, S. Martins & V. Ramalho (Coor.), Actas da XIII Conferência Internacional Avaliação Psicológica: Formas e Contextos. Psiquilibrios.
Ruiz-Aranda, D., Salguero, J. M., Cabello, R., Palomera, R., & Fernández-Berrocal, P. (2012). Can an emotional intelligence program improve adolescents’ psychosocial adjustments: Results from the INTEMO Project. Social Behavior & Personality: An International Journal, 40(8), 1373–1379. https://doi.org/10.2224/sbp.2012.40.8.1373
Sadalla, A.M., & Larocca, P. (2004). Autoscopia: um procedimento de pesquisa e de formação. Educação e Pesquisa, 30(3), 419–433.
Santos, M. A., Franco, M. G., Santos, N., & Silva, E. (2013). O Programa de outdoor training Kidstalentum no desenvolvimento das competências sociais e emocionais nas crianças do 1.º ciclo. Journal of Linguistic Intercultural Education, 6, 137–152. https://doi.org/10.29302/jolie.2013.6.10
Sibthorp, J., Collins, R., Rathunde, K., Paisley, K., Schumann, S., Phoja, M., . . . Baynes, S. (2015). Fostering experiential self-regulation through outdoor adventure education. Journal of Experiential Education, 38(1), 26–40. https://doi.org/10.1177/ 1053825913516735
Simões, M. (2000). Investigações no âmbito da aferição nacional do teste das matrizes progressivas coloridas de Raven (MPCR). Fundação Calouste Gulbenkian.
Skalar, L. S., Anderson, S. C., & Autry, C. E. (2007). Positive youth development: a wilderness intervention. Therapeutic recreation journal, 41(3), 223–243.
Sousa, A.P. (2010). Inteligência emocional e desempenho académico em estudantes do ensino superior [Dissertação de Mestrado]. Instituto Superior Miguel Torga. http://repositorio.ismt.pt/jspui/handle/123456789/291
Tomazini, M.V. (2011). Resiliência e educação experiencial pela Aventura em ambientes naturais[Monografia não publicada]. Instituto Sedes Sapientiae de São Paulo.
Tuson, M. (1994). Outdoor Training for Employee Effectiveness. Institute of Personnel Management.
Van Breukelen, G. J. P. (2013). ANCOVA versus CHANGE from baseline in nonrandomized studies: the difference. Multivariate Behavioral Research, 48(6), 895–922. https://doi.org/10.1080/00273171.2013.831743
Whittington, A., Aspelmeier, J. E., & Budbill, N. W. (2016). Promoting resiliency in adolescent girls through adventure programming. Journal of Adventure Education and Outdoor Learning, 16(1), 2–15. https://doi.org/10.1080/14729679.2015.1047872