MATERNAL EDUCATIONAL PRACTICES DURING THE FIRST YEAR OF LIFE

Autores

  • Elisa Rachel Pisani Altafim Post graduation programme in Mental Health at Medicine Faculty of Ribeirão Preto - USP . Scholarship from Support to Research Foundation of Sao Paulo State (FAPESP).
  • Olga Maria Piazentin Rolim Rodrigues Psychology Department Universidade Estadual Paulista Júlio de Mesquita Filho, campus Bauru.

DOI:

https://doi.org/10.7322/jhgd.105999

Palavras-chave:

Educational practices, maternal behaviour, mother-child relationship, the first year of life

Resumo

Introduction: The strategies used by parents in education and childcare play a major role in the child’s development and health. Objective: To describe and analyse the maternal educational practices during the first year of life. Method: A total of 250 mothers of infants between 1-12 months participated in the study. The data was collected using the Parental Styles Inventory for Mothers of Babies (IEPMB). Results: Mothers used the positive parenting practice: Monitoring Positive. However negative practices were also present in the repertoire of the participants, especially Relaxed Discipline. Conclusion: The negative practices were not common in the behavioural repertoire of the mothers, so this phase is an appropriate stage to promote preventative interventions aimed at improving the mother-infant relationship, and therefore impacting health prevention, health promotion and child development.

Referências

Sanders MR. Development, evaluation, and multinational dissemination of the triple PPositive Parenting Program. Annu Rev Clin Psychol. 2012; 8: 345-379. Doi: 10.1146/annurev-clinpsy-032511-143104.

Mussen PH, Conger JJ, Kagan J, Huston AC. Child Development & Personality. New York: Harper & Row; 1990.

Cecconello AM, De Antoni C, Koller SH. Socialization practices, parenting styles and physical abuse in familiar context. Psicologia em Estudo. 2003; 8: 45-54. Doi: 10.1590/s1413-73722003000300007.

Cia F, Pamplin RCO, Del Prette ZAP. Communication and parent-children participation: a correlation with social skills and behavior problems of the children. Paidéia. 2006; 16 (35): 395-406. Doi: 10.1590/s0103-863x2006000300010.

Gomide PIC, Salvo CG, Pinheiro DPN, Sabbag GM. A correlation between educative practices, depression, stress and social abilities. Psico USF. 2005; 10 (2): 169-78. Doi: 10.1590/s1413-82712005000200008.

Gomide PIC. Inventários de Estilos Parentais (IEP): modelo teórico, manual deaplicação, apuração e interpretação. Rio de Janeiro: Editora Vozes; 2006.

Altafim ERP, Schiavo RA, Rodrigues OMPR. Parenting practices of adolescent mothers: an mento. 2008; 16: 104-110.

Dishion TJ, McMahon RJ. Parental monitoring and the prevention of child and adolescent problem behavior: a conceptual and empirical formulation. Clin Child Family Psychol Rev. 1998;1(1): 61-75. Doi: 10.1023/A:102180043

Gomide PIC. Pais presentes, pais ausentes: regras e limites. Petrópolis, RJ: Vozes; 2004.

Rodrigues OMPR, Altafim ERP, Schiavo RA, Valle TGM. Parenting style and parental practices of adolescents’ mothers: an intervention program.Pediatr Moderna. 2011; 47(2): 5862.

Macarini SM, Martins GDF, Minetto, MFJ, Vieira, ML. Parental practices: a review of Brazilian literature. Arq Bras Psicol. 2010; 62(1): 119-34.

Minetto MF, Crepaldi MA, Bigras M, Moreira LC. Parental stress and educational practices of parents of young children with typical and atypical development. Educ Rev. Curitiba: 2012; (43):117-132. Doi: 10.1590/s0104-40602012000100009.

Rodrigues OMPR, Altafim ERP, Schiavo RA. Parental practices of adults and adolescents mothers with babies between one and twelve months. Aletheia. 2011; (34): 96-108.

Lopes RCS, Alfaya C, Machado CV, Piccinini CA. “In the beginning I used to leave with a broken heart”: the first mother-infant separations. Rev Bras Crescimento Desenvolv Hum. 2005; 15(3): 26-35.10

Bolsoni-Silva AT, Paiva MM, Barbosa CG. Behavior problems in children/adolescents and difficulties for parents/caretakers: a characterization study. Psicologia Clínica. 2009; 21(1): 169-84. Doi: 10.1590/s0103-5665200

Moreira LVC,Biasoli-Alves ZMM. Educational practices: joint participation of mothers and their children in the determination of daily routine. Rev Bras Crescimento Desenvolv Hum. 2008; 18(1): 53-65.

Spradlin JE. Routines: implications for life and training. Temas Psicol. 1999; 7(3):223-34.

Carvalho MCN, Gomide PIC. Parental educational practices in families whose adolescents present law problems. Estud Psicol. Campinas: 2005;22(3): 263-75. DOI: 10.1590/s0103-166x2005000300005.

Weber LND, Viezzer, AP, Brandenburg OJ. The use of spanking and physical punishment in parenting. Estud Psicol. Campinas: 2004; 9: 227-37. Doi: 10.1590/s1413-294x2004000200004.

Downloads

Publicado

2015-10-25

Edição

v. 25 n. 3 (2015)

Seção

Pesquisa Original

Licença

CODE OF CONDUCT FOR JOURNAL  PUBLISHERS

 

Publishers who are Committee on Publication Ethics members and who support COPE membership for journal editors should:

 

Publishers should:

 

  • Define the relationship between publisher, editor and other parties in a contract
  • Respect privacy (for example, for research participants, for authors, for peer reviewers)
  • Protect intellectual property and copyright
  • Foster editorial independence

 

Publishers should work with journal editors to:

 

  • Set journal policies appropriately and aim to meet those policies, particularly with respect to:

–         Editorial  independence

–         Research ethics, including confidentiality, consent, and the special requirements for human and animal research

–         Authorship

–         Transparency and integrity (for example, conflicts of interest, research funding, reporting standards

–         Peer review and the role of the editorial team beyond that of the journal editor

–         Appeals and complaints

  • Communicate journal policies (for example, to authors, readers, peer reviewers)
  • Review journal policies periodically, particularly with respect to new recommendations from the COPE
  • Code of Conduct for Editors and the COPE Best Practice Guidelines
  • Maintain the integrity of the academic record
  • Assist the parties (for example, institutions, grant funders, governing bodies) responsible for the investigation of suspected research and publication misconduct and, where possible, facilitate in the resolution of these cases
  • Publish corrections, clarifications, and retractions
  • Publish content on a timely basis