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Educational practices of mothers and teachers and its relations with child behavior

Abstract

Many studies indicate that behavior problems and social skills are variables that are directly related. The management of ineffective teachers and parents can lead to serious behavioral problems, failure to thrive in promoting positive social and communicative behaviors of the child. Families and schools that encourage social skills behaviors through consistent discipline, positive interaction and supervision of children's activities, seem to favor the social and cognitive development of their children. In this context the study of social skills and negative practices of education are important for promoting the development and learning of children in situations of interaction. Objective in this study, studying parenting practices (positive and negative) of parents and teachers, children behaviors (social skills and behavior problems), or not considering the diagnosis of behavior problems in one or two rooms (family and school). Participants will be around 200 mothers/caregivers of preschoolers and elementary school children and teachers, from the instruments: a) Interview Guide for Parental Social Educational Skills (RE-HSE-P), (b) Interview Guide for Educational Social Educational Skills (RE-HSE-PR), (c) Child Behavior Checklist (CBCL), (d) Teachers Report Form (TRF), (e) Questionnaire Responses Socially Savvy-Parents (QRSH-P), (f) Questionnaire Responses Socially Savvy - Teachers (QRSH-Pr) shall be processed by univariate and multivariate analysis when comparing different groups. (AU)

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