PARENTALIDADE E CONHECIMENTO EMOCIONAL DE CRIANÇAS DE IDADE PRÉ-ESCOLAR ADOTADAS

Research has shown the importance of parent-child relationship on child social-cognitive development, in particular as regards to emotional knowledge, that plays a leading role in the quality of children's social interactions. Research has also shown the impact of early adversity on this social-cognitive skill, as well as the resilience and developmenatal catch-up shown by children with history of early deprivation after placement in a stable family context. This study aims to explore the development of emotional knowledge of preschool children adopted after institutionalization experience, as well as to identify the parenting dimensions that have impact on this social-cognitive ability and on children s behavior. Thirty adopted children, with a mean age of 4.76 years, with an average time of adoption of 3.02 years, after an average period of residential care of 1.42 years, and their mothers, with of 40.30 years and 11.97 years of education in average participated in this study. The children s data were collected through the Emotional Knowledge Task for preschool children and mothers completed the Strengths and Difficulties Questionnaire (SDQ), the Questionnaire about Parenting for Parents (QPP) as well as the Interview about the Adoption Process (EPA). The results suggest that children have normative abilities as regards to emotional knowledge and also show adjusted behaviors. Mothers disciplinary behaviors, particularly the use of punitive strategies, as well as negative emotionality in the parent-child relationship, is positively correlated to children s emotional difficulties and behavior problems, which are negatively correlated with emotional knowledge. These preliminary results show the crucial role of sensitive parenting on children s development and adjustment, after early adversity. A literatura tem evidenciado a importância da relação pais-filhos no desenvolvimento sociocognitivo da criança, nomeadamente no desenvolvimento do conhecimento emocional, capacidade determinante da qualidade das interações sociais da criança. Tem sido, igualmente, demonstrado o impacto da privação precoce ao nível desta capacidade sociocognitiva, bem como a resiliência e recuperação desenvolvimental evidenciada pelas crianças integradas num contexto familiar adotivo após experiências desenvolvimentais adversas. O presente estudo tem como objetivo caracterizar o desenvolvimento do conhecimento emocional em crianças de idade pré-escolar adotadas pós-institucionalização,