O processo da autorregulação no desenvolvimento de crianças
Palavras-chave:
Self-regulation, Cognition, Behavior, PersonalityResumo
A autorregulação é um processo básico relacionado aos desfechos adaptativos ao longo do desenvolvimento. O objetivo do presente artigo foi realizar uma revisão temática sobre o conceito de autorregulação e suas relações com o desenvolvimento da criança. Primeiramente, foram abordados os fundamentos teóricos sobre o processo de autorregularão no desenvolvimento, de acordo com o Modelo Transacional do Desenvolvimento de Arnold Sameroff. Em seguida, foi focalizada a caracterização deste processo de acordo com os seguintes componentes principais: a regulação cognitiva e os mecanismos neurocognitivos, a regulação emocional e a regulação comportamental. Além disso, foi tratada a relação entre os processos regulatórios e o temperamento. Finalmente, foi também analisada a relevância do papel dos correguladores na composição do processo autorregulatório no desenvolvimento da criança
Downloads
Referências
Achenbach, T. M. (1991). Manual for the teacher’s report form and 1991 profile. Burlington, VT: University of Vermont.
Bates, J. E., Goodnight, J. A., Fite, J. E., & Staples, A. D. (2009). Behavior regulation as the product of temperament and environment. In S. Olson & A. Sameroff (Eds.), Biopsychosocial regulatory processes in the development of childhood behavioral problem (pp.116-143). New York: Cambridge University Press.
Baumrind, D. (1972). The development of instrumental competence through socialization. In A. D. Pick (Ed.), Minnesota Symposia on Child Psychology (pp.3-46). Oxford: University of Minnesota Press
Berdan, L. E., Keane, S. P., & Calkins, S. D. (2008). Temperament and externalizing behavior: Social preferences and perceived acceptance as protective factors. Developmental Psychology, 44(4), 957-968. http://dx.doi.org/10.1037/0012-1649.44.4.957
Berger, A. (2011). Self-regulation: Brain, cognition, and development. Washington, DC: American Psychological Association.
Blair, E., & Razza, R. P. (2007). Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten. Child Development, 78(2), 647-663, http://dx.doi.org/10.1111/j.1467-8624.2007.01019.x
Bridgett, D. J., Gartstein, M. A., Putnam, S. P., McKay, T., Iddins, E., Robertson, C., … Rittmueller, A. (2009). Maternal and contextual influences and the effect of temperament development during infancy on parenting in toddlerhood. Infant Behavior and Development, 32(1), 103-116. http://dx.doi.org/10.1016/j.infbeh.2008.10.007
Bridgett, D. J., Gartstein, M. A., Putnam, S. P., Lance, K. O., Iddins, E., Waits, R., ... Lee, L. (2011). Emerging effortful control in toddlerhood: The role of infant orienting/regulation, maternal effortful control, and maternal time spent in caregiving activities. Infant Behavior and Development, 34(1), 189-199. http://dx.doi.org/10.1016/j.infbeh.2010.12.008
Brophy-Herb, H. E., Stansbury, K., Bocknek, E., & Horodynski, M. A. (2012). Modeling maternal emotion-related socialization behaviors in a low-income sample: Relations with toddlers’ self-regulation. Early Childhood Research Quarterly, 27(3), 352-364. http://dx.doi.org/10.1016/j.ecresq.2011.1 1.005
Burney, R. V., & Leerkes, E. M. (2010). Links between mothers and fathers’ perceptions of infant temperament and coparenting. Infant Behavior and Development, 33(2), 125-135. http://dx.doi.org/10.1016/j.infbeh. 2009.12.002
Calkins, S. (2009). Regulatory competence and early disruptive behavior problems: The role of physiological regulation. In S. L. Olson & A. J. Sameroff (Eds.), Biopsychosocial regulatory processes in the development of childhood behavioral problems (pp.86-107). New York: Cambridge University Press.
Carlson, E. A., Sroufe, L. A., & Egeland, B. (2004). The construction of experience: A longitudinal study of representation and behavior. Child Development, 75(1), 66-83. http://dx.doi.org/10.1111/j.1467-86 24.2004.00654.x
Causadias, J. M., Salvatore, J. E., & Sroufe, L. A. (2012). Early patterns of self-regulation as risk and promotive factors in development: A longitudinal study from childhood to adulthood in a high-risk sample. International Journal of Behavioral Development, 36(4), 293-302. http://dx.doi.org/10.1177/016502 5412444076
Choe, D. E., Olson, S. L., & Sameroff, A. J. (2013). Effects of early maternal distress and parenting on the development of children’s self-regulation and externalizing behavior. Development and Psychopathology, 25(2), 437-453. http://dx.doi.org/10.1017/S095457941200 1162
Chuang, S. S., Lamb, M., & Hwang, C. P. (2006). Personality development from childhood to adolescence: A longitudinal study of ego-control and ego-resiliency in Sweden. International Journal of Behavioral Development, 30(4), 338-343. http://dx.doi.org/10.1177/0165025406072795
Cole P. M., Michel M. K., & Teti L. O. (1994). The development of emotion regulation and dysregulation: A clinical perspective. Monographs of the Society for Research in Child Development, 59(2/3), 73-100. http:// dx.doi.org/10.2307/1166139
Cosentino-Rocha, L., & Linhares, M. B. M. (2013). Temperamento de crianças e diferenças de gênero. Paidéia, 23(54), 63-72. http://dx.doi.org/10.1590/1982-43272354201308
De Pauw, S. S. W., Mervielde, I., & Leeuwen, K. G. V. (2009). How are traits related to problem behavior in preschoolers? Similarities and contrasts between temperament and personality. The Journal of Abnormal Child Psychology, 37(3), 309-325. http://dx.doi.org/10.1007/s10802-008-9290-0
De Pauw, S. S., Mervielde, I., Van Leeuwen, K. G., & De Clercq, B. J. (2011). How temperament and personality contribute to the maladjustment of children with autism. Journal of Autism Developmental Disorders, 41(2), 196-212. http://dx.doi.org/10.1007/s10803- 010-1043-6
Edgar, K. P., Schmidt L. A., Henderson, H. A., Schulkin, J, Fox, N. A., & Feldman, R. (2008). Salivary cortisol levels and infant temperament shape developmental trajectories in boys at risk for behavioral maladjustment. Psychoneuroendocrinology, 33(7), 916-925. http://dx.doi.org/10.1016/j.psyneuen.2008.03.018
Eisenberg, N., Clumberland, A. Z., & Spinrad, T. L. (1998). Parental socialization of emotion. Psychological Inquiry, 9(4), 241-273. http://dx.doi.org/10.1207/s15327965pli0904_1
Eisenberg, N., Fabes, R. A., Gunthrie, I. K., & Reiser, M. (2000). Dispositional emotionality and regulation: The role in predicting quality of social functioning. Journal of Personality and Social Psychology, 78(1), 136-157. http://dx.doi.org/10.1037/0022-3514.78.1.136
Evans, G. W., & Wachs, T. D. (2010). Chaos and its influence on children’s development: An ecological perspective. Washington, DC: American Psychological Association
Feldman, R. (2009). The development of regulatory functions from birth to 5 years: Insights from premature infants. Child Development, 80(2), 544-61. http://dx.doi.org/10.1111/j.1467-8624.2009.01278.x
Gioia, G. A., Isquith, P. K., Guy, S. C., & Kenworthy, L. (2000). Behavior rating inventory of executive functioning manual. Odessa, FL: Psychological Assessment Resource.
Gracioli, S. M. A. (2013). Temperamento e comportamento de crianças nascidas pré-termo extremo e moderado na fase de 18 a 36 meses (Dissertação de mestrado não-publicada). Universidade de São Paulo, Ribeirão Preto.
Gracioli, S. M., & Linhares, M. B. M. (2014). Temperamento e sua relação com problemas emocionais e de comportamento em pré-escolares. Psicologia em Estudo, 19(1), 71-80. http://dx.doi.org/10.1590/1413-7372213020007
Haskett, M. E., Stelter, R., Proffit, K., & Nice, R. (2012). Parent emotional expressiveness and children’s selfregulation: Associations with abused children’s school functioning. Child Abuse & Neglect, 36(4), 296-307. http://dx.doi.org/10.1016/j.chiabu.2011.11.008
Hudson, J. L., Dodd H. F., & Lyneham, H. J. (2009) Temperament and family environment in the development of anxiety disorder: Two-year follow-up. Journal of the American Academy of Child and Adolescent Psychiatry, 50(12), 55-64. http://dx.doi.org/10.1016/j.jaac.201 1.09.009
Kieras, J. E., Tobin, R. M., Graziano, W. G., & Rothbart, M. K. (2005). You can’t always get what you want: Effortful control and children’s responses to undesirable gifts. Psychological Science, 16(5), 391-396. http:// dx.doi.org/10.1111/j.0956-7976.2005.01546.x
Kim-Spoon, J., Haskett, M. E., Longo, G. S., & Nice, R. (2012). Longitudinal study of self-regulation, positive parenting and adjustment problems among physically abused children. Child Abuse & Neglect, 36(2), 95- 107. http://dx.doi.org/10.1016/j.chiabu.2011.09.016
Klein, V. C., Gaspardo, C. M., & Linhares, M. B. M. (2011). Dor, autorregulação e temperamento em recémnascidos pré-termo de alto risco. Psicologia: Reflexão e Crítica, 24(3), 542-550. http://dx.doi.org/10.1590/S0102-79722011000300011
Klein, V. C., Gaspardo, C. M., Martinez, F. E., Grunau, R. E., & Linhares, M. B. (2009). Pain and distress reactivity and recovery as early predictors of temperament in toddlers born preterm. Early Human Development, 85(9), 569-576. http://dx.doi.org/10.1016/j.earlhum dev.2009.06.001
Klohnen, E. C., Vandewater, E. A., & Young, A. (1996). Negotiating the middle years: Ego-resiliency and successful midlife adjustment in women. Psychology and Aging, 11(3), 431-442. http://dx.doi.org/10.1037/0882-7974.11.3.431
Kochanska, G., & Aksan, N. (2006). Children’s conscience and self-regulation. Journal of Personality, 74(6), 1587-1617. http://dx.doi.org/10.1111/j.1467-64 94.2006.00421.x
Kochanska, G., Murray, K. T., & Coy, K. C. (1997). Inhibitory control as a contributor to conscience in childhood: From toddler to early school age. Child Development, 68(2), 263-277. http://dx.doi.org/10.2307/1131849
Kochanska, G., Murray, K. T., & Harlan, E. T. (2000). Effortful control in early childhood: Continuity and change, antecedents, and implications for social developmental. Developmental Psychology, 36(2), 220-232. http://dx.doi.org/KM037//0O12-1649.36.2.220
Kochanska, G., Murray, K. T., Jacques, T. Y., Koenig, A. L., & Vandegeest, K. A. (1996). Inhibitory control in young children and its role in emerging internalization. Child Development, 67(2), 490-507. http://dx.doi.org/10.2307/1131828
Kopp, C. B. (1982). Antecedents of self-regulation: A developmental perspective. Developmental Psychology, 18(2), 199-214. http://dx.doi.org/10.1037/0012-1649.18.2.199
Kopp, C. B. (1989). Regulation of distress and negative emotions: An integrative review. Developmental Psychology, 25(3), 343-354. http://dx.doi.org/10.10 37/0012-1649.25.3.343
Letzring, T. D., Block J., & Funder D. C. (2005). Ego-control and ego-resiliency: Generalization of self-report scales based on personality descriptions from acquaintances, clinicians, and the self. Journal of Research in Personality, 39(4), 395-442. http://dx.doi.org/10.1016/j.jrp.2004.06.003
Linhares, M. B. M., Dualibe, A., & Cassiano, R. M. (2013). Temperamento de crianças na abordagem de Rothbart: estudo de revisão sistemática.. Psicologia em Estudo, 18(4), 633-645. http://dx.doi.org/10.1590/S1413-73722013000400006
Martin, A., Razza, R. A., & Brooks-Gunn, J. (2011). Specifying the links between household chaos and preschool children’s development. Early Child Development and Care, 182(3-4), 1-17. http://dx.doi.org/10.1080/03004430.2011.605522
Miyake, A., Friedman, N. P., Emerson, M. J., Witzki, A. H., & Howerter, A. (2000). The unity and diversity of executive functions and their contributions to complex “frontal lobe” tasks: A latent variable analysis. Cognitive Psychology, 41(1), 49-100. http://dx.doi.org/10.1006/cogp.1999.0734
Morris, A. S., Morris, M. D. S., Silk, J. S., & Steinberg, L. (2011). The influence of mother-child emotion regulation strategies on children’s expression of anger and sadness. Developmental Psychology, 47(1), 213-225. http://dx.doi.org/10.1037/a0021021
Downloads
Publicado
Como Citar
Edição
Seção
Licença
Copyright (c) 2023 Marisa Cosenza RODRIGUES, Maíze Carla Costa PELISSON, Flávia Fraga SILVEIRA, Nathalie Nehmy RIBEIRO, Renata de Lourdes Miguel da SILVA
Este trabalho está licenciado sob uma licença Creative Commons Attribution 4.0 International License.
