Please use this identifier to cite or link to this item: http://hdl.handle.net/10662/16393
Title: Family life and child competencies: a preliminary study of children’s representations of their families
Authors: Migliorini, Laura
Cardinali, Paola
Rania, Nadia
Keywords: Rutinas familiares;Rituales familiares;Habilidades infantiles;Diseño familiar;Método cuali-cuantitativo;Family routines;Family ritual;Child competencies;Family drawing;Quali-quantitative method;Routine familiari;Rituali familiari;Competenze infantili;Disegno della famiglia;Metodo quali-quantitativo
Issue Date: 2009
Publisher: Asociación INFAD
Universidad de Extremadura
Abstract: Las rutinas y rituales están integrados en el contexto cultural y ambiental de la vida familiar, involucran a diferentes miembros de la familia y forman parte de la definición misma de identidad familiar (Fiese, 2006). Durante la infancia de los niños, la creación y el mantenimiento de rutinas y rituales familiares es una parte central de la vida familiar (Bennett, Wolin y McAvity, 1988) y se prefigura como un aspecto importante dentro de las intervenciones dirigidas a niños en riesgo (Spagnola y Fiese, 2007). Este artículo tiene como objetivo evaluar la asociación entre el clima familiar y las competencias conductuales de los niños, evaluadas por sus maestros. Otro objetivo es el análisis exploratorio de las representaciones de las relaciones y roles familiares desde el punto de vista de los niños. Los participantes son 30 niños, de 4 y 5 años, con sus respectivos padres. Se pidió a los niños que hicieran un dibujo de una familia (Corman, 1970); los padres completaron el Family Ritual Questionnaire (Fiese & Kline, 1993) y el Family Routine Inventory (Jensen, James, Boyce & Hartnett, 1983); los maestros completaron el Strengths and Difficulties Questionnaire (Goodman, 1997). Los resultados indican la existencia de una relación entre el clima familiar y las habilidades de los niños y subrayan la importancia de los dibujos familiares como herramienta útil de investigación e intervención.
Family routine practice and rituals involve multiple family members, are embedded in the cultural and ecological context of family life and are part of the family’s identity (Fiese, 2006). During the childrearing years, creating and maintaining family routines and rituals is a central part of family life (Bennett, Wolin, & McAvity, 1988) and hold promise for systematic interventions for children at risk for developmental and socio-emotional problems (Spagnola, Fiese, 2007). The aim of this study was examine the association between family rules and routines and children’s teacher-rated behavioural competencies. The second purpose was an exploratory analysis of representations about family relationships and family roles from children’s point of view. Participants were 30 children, age 4 and 5 years old, with their respective two-parent. Children were asked to do a drawing of a family (Corman, 1970); mothers and fathers completed the Family Ritual Questionnaire (Fiese & Kline, 1993) and Family Routine Inventory (Jensen, James, Boyce & Hartnett, 1983); teachers completed Strengths and Difficulties Questionnaire (Goodman, 1997). The results might indicate a relationship between family climate and child competencies and underline the importance of family drawings as useful research and clinical tool.
Routine e rituali sono integrati nel contesto culturale e ambientale della vita familiare, coinvolgono diversi membri della famiglia, e sono parte della definizione stessa dell’identità familiare (Fiese, 2006). Durante l’infanzia dei figli, la creazione e il mantenimento di routine e rituali è un elemento centrale della vita familiare (Bennett, Wolin & McAvity, 1988) e si prefigura come un importante aspetto all’interno degli interventi rivolti ai bambini a rischio (Spagnola & Fiese, 2007 ). Il presente contributo si propone valutare l’associazione tra il clima familiare e le competenze dei bambini, valutate dagli insegnanti. Un ulteriore obiettivo è l’analisi esplorativa delle rappresentazioni dei rapporti e dei ruoli familiari dal punto di vista dei bambini. I partecipanti sono 30 bambini, di 4 e 5 anni, con i rispettivi genitori. I bambini sono stati invitati a fare il disegno di una famiglia (Corman, 1970); i genitori hanno completato il Family Ritual Questionnaire (Fiese & Kline, 1993) e il Family Routine Inventory (Jensen, James, Boyce & Hartnett, 1983); gli insegnanti hanno compilato lo Strengths and Difficulties Questionnaire (Goodman, 1997). I risultati indicano l’esistenza di una relazione tra clima familiare e competenze dei bambini e sottolineano l’utilità del disegno della famiglia come strumento di ricerca e intervento.
URI: http://hdl.handle.net/10662/16393
ISSN: 0214-9877
Appears in Collections:Revista INFAD 2009 Nº 1, Vol. 1

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