Participation of Children between Three and Five Years Old at Home and in the Community Setting

Guichard, Sofia; Grande, Catarina

doi:10.1590/0102.3772e36327

Acessibilidade / Reportar erro

Brasil

Psicologia: Teoria e Pesquisa

Español English

Brasil

Español English

sumário « anterior atual seguinte »

Sumário

School and Developmental Psychology • Psic.: Teor. e Pesq. 36 • 2020 • https://doi.org/10.1590/0102.3772e36327 copy

Participation of Children between Three and Five Years Old at Home and in the Community Setting

Authorship SCIMAGO INSTITUTIONS RANKINGS

Abstract

The main goal of the present study was to document the participation of preschool children at home and in the community setting, describing the differences between eligible children with support of Special Education Service and/or of the Early Intervention System and noneligible children, in three main dimensions: child functioning, child participation and perceived environmental barriers. Data about child functioning was collected through preschool teachers and about participation and barriers through parents. Sociodemographic data was also collected. Forty preschool teachers and 116 children (and their parents) participated in this study. Forty-two children were eligible and had support from Special Education Service and/or of the Early Intervention System. The results showed that eligible children have lower levels of functionality, participate less frequently and are less involved in the activities at home and in the community setting and that their parents perceive more environmental barriers in both settings. The results were analysed considering the Biopsychosocial Model.

Keywords:
environmental barriers; social inclusion; participation

Frequency of participation				Involvement				Environmental barriers
Cronbach α = .65				Cronbach α = .69				Cronbach α = .65
n 115	M 5.70	SD 1.10	Range 3.11-7.56	n 116	M 3.77	SD 0.73	Range 2.00-4.92	N 116	M 1.18	SD 0.21	Range 1.00-2.08
Items (8-point scale, in which 0 means Never and 7, Once or more times a day)				Items (5-point scale, in which 0 means Doesn’t participate, 1 means Not very involved and 5, Very involved)				Items (3-point scale, in which 1 means Absence of barriers/usually helpful and 3, Usually difficult)
Arts, stories, music (e.g., colouring, reading books)				Arts, stories, music (e.g., colouring, reading books)				Physical layout (e.g., organized, open, safe space at home)
Screen time (e.g., films, tv, tablet)				Screen time (e.g., films, tv, tablet)				Sensory qualities of home (e.g., amount/type of sound, light, smell)
Play and games (e.g., with animals, dolls, cars)				Play and games (e.g., with animals, dolls, cars)				Physical demands of typical activities (e.g., strength, endurance, coordination)
Cleaning up (e.g., picking up toys)				Cleaning up (e.g., picking up toys)				Cognitive demands of typical activities (e.g., attention, problem-solving)
Preparing meals (e.g., setting the table)				Preparing meals (e.g., setting the table)				Social demands of typical activities (e.g., communication, interaction)
Taking care of other family members (e.g., helping siblings)				Taking care of other family members (e.g., helping siblings)				Relationship with family members (e.g., parents, siblings)
Laundry and dishes (e.g., load, unload)				Laundry and dishes (e.g., load, unload)				Attitudes and actions of babysitters, therapists, and other professionals at home
Celebrations at home (e.g., birthday parties)				Celebrations at home (e.g., birthday parties)				Policies (e.g., parental leave, time off, work hours)
Guests at home (e.g., family/friends)				Guests at home (e.g., family/friends)				Services at home (e.g., professionals, babysitters)
				Resting (e.g., sleeping routine)				Supplies in the home (e.g., toys, food, clothes)
				Personal care (e.g., dressing, washing teeth)				Information (e.g., about activities, services, programs)
				Getting clean (e.g., taking a bath)				Time (to support your child participation at home)
				Meals (e.g., eating breakfast, lunch and dinner)				Money (to support your child participation at home)

Frequency of participation				Involvement				Environmental barriers
Cronbach α = .58				Cronbach α = .73				Cronbach α = .75
n 113	M 3.48	SD 0.87	Range 1.75-6.25	n 116	M 3.19	SD 1.13	Range 0.88-5.00	N 114	M 1.28	SD 0.26	Range 1.00-2.53
Items (8-point scale, in which 0 means Never and 7, Once or more times a day)				Items (5-point scale, in which 0 means Doesn’t participate, 1 means Not very involved and 5, Very involved)				Items (3-point scale, in which 1 means Absence of barriers/usually helpful and 3, Usually difficult)
Shopping and errands (e.g., supermarket, stores, bank)				Shopping and errands (e.g., supermarket, stores, bank)				Physical layout inside and outsider buildings (e.g. space, ramps, sidewalks)
Meals outside home (e.g., restaurante, cafe)				Meals outside home (e.g., restaurante, cafe)				Sensorial qualities of community settings (e.g., amount/type of sound, light, smell)
Routine appointments (e.g., dentist, doctor visits)				Routine appointments (e.g., dentist, doctor visits)				Physical demands of typical activities (e.g., strength, endurance, coordination)
Community activities (e.g., library, museum, movie theatre)				Community activities (e.g., library, museum, movie theatre)				Cognitive demands of typical activities (e.g., attention, problem-solving)
Social gatherings (with other children and/or parents)				Social gatherings (with other children and/or parents)				Social demands of typical activities (e.g., communication, interaction)
Community events (e.g., fairs, concerts, theatre, sporting events)				Community events (e.g., fairs, concerts, theatre, sporting events)				Attitudes and actions of other members of the community (e.g., staff at stores)
Unstructured physical activities (e.g., playing in the park, walking)				Unstructured physical activities (e.g., playing in the park, walking)				Your child’s relationship with peers
Overnight visits and trips				Overnight visits and trips				Outside weather conditions (temperature, climate)
								The safety of the community (e.g., traffic, violence, crime)
								Policies (e.g. neighborhood, childcare, and employer policies)
								Access to private transportation (e.g., car, bike)
								Access to public transportation (e.g., bus, train, subway)
								Programs and services in the community (e.g., activities for children with disabilities)
								Supplies and materials (e.g., toys, food, clothes)
								Information (e.g., about activities, services, programs)
								Time (to support your child participation in the community)
								Money (to support your child participation in the community)

Instituto de Psicologia, Universidade de Brasília Instituto de Psicologia, Universidade de Brasília, 70910-900 - Brasília - DF - Brazil, Tel./Fax: (061) 274-6455 - Brasília - DF - Brazil
E-mail: revistaptp@gmail.com

Acompanhe os números deste periódico no seu leitor de RSS

[1] * E-mail: anaguichard@fpce.up.pt