ABSTRACT
ObjectiveTo explore the effects of after-school tutoring for school-age children on their emotions and behaviors， and to provide a basis for developing after-school tutoring and psychological support strategies for school-age children. MethodsFour elementary schools in a district of Shanghai were selected by simple random sampling method. Whole group sampling was conducted by class， and parents of students were surveyed by general questionnaire and the scale of strengths and difficulties. Information was collected on the basic conditions of children and families and the results were compared and analyzed. ResultsThis study showed that 88.26% of children attended extracurricular classes， of which 26.16% attended 3 or more classes， 42.5% attended cultural classes， 28.3% attended sports classes， and 59.8% attended art classes. Children who did not attend classes had higher pro-social scores. Children who attended reading class had lower scores for emotional problems that was a protective factor for emotional problems. Children who chose extracurricular programs in sports and reading also had lower overall scores for difficulties. Excessive use of electronic devices by school-age children on weekdays or weekends had a negative effect on emotional and conduct problem scores regardless of whether they chose extracurricular programs. It appeared that the choice of cultural programs， art programs and different levels of exercise intensity had no effect on children's emotions and behaviors. ConclusionFor children with low pro-social level， extracurricular classes should be carefully selected. For extracurricular classes， more reading and sports-related courses can be considered， which have positive effects on school-age children’s emotions and behaviors. Regardless of the choice of extracurricular classes， try to avoid excessive online classes.
ABSTRACT
A pesquisa apresentada neste artigo identificou significações atribuídas por estudantes do ensino fundamental ao processo de reforço escolar. A partir da perspectiva teórica da Psicologia Sócio-histórica, conceitos fundamentais da constituição psicológica da criança no período escolar foram elencados. Com o referencial teórico foi criado um roteiro de entrevista, aplicado a estudantes de escolas particulares de São Paulo, sendo que este artigo traz uma das análises realizadas, com foco em um estudante. As respostas dos estudantes geraram uma análise qualitativa, utilizando o referencial teórico dos Núcleos de Significação, procedimento de análise elaborado por Aguiar e Ozella. A análise da entrevista de Caio trouxe significações a respeito do aluno que precisa de reforço escolar como sinônimo de "mau aluno", contribuindo para a adoção de mecanismos de defesa por Caio, alimentados por sentimentos de exclusão, monotonia e cansaço com o ambiente escolar. A partir das informações encontradas, os adultos envolvidos com a criança podem reestruturar e orientar de forma diferente o processo de reforço escolar, visando à diminuição ou eliminação dos sentimentos de exclusão e desvalorização que o processo pode gerar. (AU)
The research presented in this article identified meanings attributed by elementary school students to the process of school tutoring. From the theoretical perspective of Socio-Historical Psychology, fundamental concepts of the psychological constitution of the child in the school period were listed. With the theoretical reference, an interview script was created, applied to students from private schools in São Paulo, and this article brings one of the analyses carried out with a student. The students' answers generated a qualitative analysis, using the theoretical reference of the Nuclei of Meaning core, an analysis procedure developed by Aguiar and Ozella. The analysis of Caio's interview brought up meanings about the student who needs tutoring as a synonym of "bad student", contributing to the adoption of defense mechanisms by Caio, fed by feelings of exclusion, monotony and tiredness with the school environment. From the information found, the adults involved with the child can restructure and orient the process of school tutoring in a different way, aiming at reducing or eliminating the feelings of exclusion and devaluation that the process can generate. (AU)
La investigación presentada en este artículo identificó significaciones atribuidas por estudiantes de la enseñanza fundamental al proceso de refuerzo escolar. A partir de la perspectiva teórica de la Psicología Socio-Histórica conceptos fundamentales de la constitución psicológica del niño en el período escolar fueron enumerados. Con la referencia teórica, se creó un guión de entrevista, aplicado a estudiantes de escuelas públicas de São Paulo, y este artículo trae uno de los análisis realizados, con um estudiante. Las respuestas de los alumnos generaron un análisis cualitativo, utilizando el marco teórico de los Núcleos de Significado, un procedimiento de análisis desarrollado por Aguiar y Ozella. El análisis de la entrevista de Caio aportó significados sobre el alumno que necesita refuerzo escolar como sinónimo de "mal alumno", contribuyendo a la adopción de mecanismos de defensa por parte de Caio, alimentados por sentimientos de exclusión, monotonía y cansancio con el ambiente escolar. A partir de las informaciones encontradas los adultos involucrados con el niño pueden reestructurar y orientar de forma diferente el proceso de refuerzo escolar, buscando la disminución o eliminación de los sentimientos de exclusión y devaluación que el proceso puede generar. (AU)
Subject(s)
Humans , Male , Child , Remedial Teaching , Learning Disabilities/psychology , Psychology, Child , Education, Primary and Secondary , Qualitative ResearchABSTRACT
Uma parcela grande de alunos enfrenta dificuldade de aprendizagem, e lidar com este desafio traz dúvidas para muitos professores, tanto os já experientes como os em processo de formação. O artigo tem como objetivo apresentar o perfil dos 60 alunos encaminhados para acompanhamento escolar por meio da realização de estudos de caso (observação e entrevista) desenvolvidos pelos graduandos do curso de Pedagogia. A análise do perfil considerou: nível de escolaridade, idade, sexo, incidência de reprovação, tipo de dificuldade mais evidente e acesso (ou não) a reforço escolar. Evidenciou-se que o maior percentual de encaminhamento ocorre no 3º ano, aos 8 anos de idade, sendo a maioria meninos. A leitura e a escrita são as áreas que motivaram o encaminhamento do maior número de alunos quando estas coocorreram. Questões de comportamento, ligadas à desatenção, estão presentes em 35% da amostra, sendo que cerca de 30% dos alunos já tinham sido reprovados. Dos alunos encaminhados, 70% não recebiam acompanhamento extraclasse. O perfil evidenciado revela a atenção redobrada que os alunos com problemas para aprender necessitam. Destacou-se o papel que a formação inicial e continuada pode desempenhar no sentido de impulsionar o professor a uma constante reflexão sobre sua prática pedagógica, analisando as acomodações necessárias para desenvolver o potencial dos alunos, respeitando as suas diferenças e auxiliando na superação de suas dificuldades. Enfatizou-se que, nessa perspectiva, a pesquisa colaborativa, a exemplo dos estudos de caso realizados nas escolas, é um caminho promissor, pois valoriza as trocas entre a produção acadêmica e a prática docente.
A large number of students face learning difficulties and dealing with this challenge offers doubts to many teachers, both experienced and in the process of training. The article aims to present the profile of 60 students sent to school tutoring through the Case Studies (observation and interview) developed by the graduating students of the sixth stage of the Pedagogy course. The analysis of the profile considered: level of schooling, age, sex, incidence of disapproval, type of difficulty which are more evident and access (or not) to academic support. It was evidenced that the highest percentage of referral occurs in the 3rd year, at 8 years of age and most of them are boys. Reading and writing, when they co-occurred, are the areas that motivated the referral of the largest number of students. Behavioral issues, related to inattention, are present in 35% of the sample and about 30% of the students have already failed. Of the students referred, 70% did not receive extra-class follow-up. The profile shown reveals the increased attention that students with learning problems need. Emphasis was placed on the role that initial and continuing teacher training can play in encouraging teachers to reflect on their pedagogical practice, analyzing the accommodations needed to develop students' potential, respecting their differences and helping to overcome their difficulties. It was emphasized that, in this perspective, the collaborative research, like Case Studies carried out in schools, is a promising way, since it values the exchanges between the academic production and the teaching practice.