The present research is part of the line of studies on the development of prosocial behaviors in early childhood (Dunfield, 2014; Eisenberg et al., 2006). Despite the growing interest in research aimed at investigating the socialization processes through which adults support the socio-emotional development of children (Brownell et al., 2013), to date, we do not have psychometrically robust tools that allow a reliable detection of prosocial behavior in the first years of life and socialization practices in prosociality. Based on this evidence, Study 1 presents the main psychometric properties of the CPBQ, a questionnaire for parents aimed at measuring prosocial behaviors in the first three years of life. Study 2 illustrates the psychometric properties of PPPQ, a self-report tool on parental practices of socialization with prosociality. Based on the literature that emphasizes the role of emotional conversation in favoring the socio-emotional development of children in family and non-family contexts (Giménez-Dasì et al., 2015; Ornaghi et al., 2017), Studio 3 investigates the effects of a conversational intervention in promoting the empathic and prosocial skills of children in the nursery. Study 1: CPBQ validation study Method Participants. 409 parents (M=36) of children aged between 16 and 42 months (M=28.4). Instruments. Child Prosocial Behavior Questionnaire (Brazzelli et al., 2018), on the prosocial manifestations of children; EmQue-I13, (Grazzani et al., 2017), on empathic skills. Results Confirmatory factorial analysis shows a good fit for the 10-item model: χ2(31)=74.26, p=.001, NC=2.39; RMSEA: .058; NFI=.95, NNFI=.95, CFI=.97. The three factors identified are reliable: Helping (α=.726), Comforting (α=.782) and Sharing (α=.695). Study 2: PPPQ validation study Method Participants. 623 parents (M=35) of children between the ages of 12 and 42 months (M=28.3). Instruments. Parental Prosocial Practices Questionnaire (Brazzelli et al., 2018), concerning the socialization practices of prosociality; the MESQ (Coplan, 2005; Ciucci & Menesini, 2008), on the maternal emotional style; the QSP (Venuti & Senese, 2007), on the parents' educational styles. Results Confirmatory factorial analysis shows a good fit for the 9-item model: χ2 (24)=44.15, p=.013, NC=1.83, RMSEA: .063, pclose=.218, NFI=.93, NNFI=.96, CFI=.96. The three dimensions emerged to be reliable: Coaching (α=.715), Contingency (α=.698) and Modeling (α=.778). Study 3: Promotion of the prosociality to the nest: a conversational intervention Method Participants. 141 children, with typical development, aged between 21 and 36 months (M=28.53; DS=3.92). Research design. The project was divided into three phases (pre-test, training, and post-test) with the establishment of three groups. The training provided group activities conducted by the educators, structured at first to read stories and a subsequent conversation on emotions and behaviors of help (ConvEmo Group), conversation on concrete actions (ConvFis Group) or free play (Group Game). Instruments. Tests given to children: PinG (Bello et al., 2010), AKT (Camodeca & Coppola, 2010) and Prosocial Tasks (Dunfield & Kuhlmeier, 2013). Quesionari for parents: EmQue-I13 (Grazzani et al., 2017) and CPBQ (Brazzelli et al., 2018). Results The results of repeated measures GLM show the effectiveness of the intervention in increasing the understanding of emotions and the implementation of prosocial behaviors. Discussion and conclusions The CPBQ and the PPPQ are valid tools to investigate, respectively, prosocial behaviors in early childhood and parenting practices of socialization to prosociality. The results of Study 3 confirm the effectiveness of a conversational intervention in promoting empathic and prosocial skills in nursery children.

La presente ricerca si colloca all’interno del filone di studi sullo sviluppo dei comportamenti prosociali nella prima infanzia. Nonostante il crescente interesse di ricerca volto ad indagare i processi di socializzazione attraverso i quali gli adulti sostengono lo sviluppo socio-emotivo dei bambini, ad oggi non si dispone di strumenti psicometricamente robusti che consentano una rilevazione affidabile dei comportamenti prosociali nei primi anni di vita e delle pratiche di socializzazione alla prosocialità. Lo Studio 1 presenta le principali proprietà psicometriche del CPBQ, un questionario per genitori volto a misurare i comportamenti prosociali nei primi tre anni di vita. Lo Studio 2 illustra le proprietà psicometriche del PPPQ, strumento self-report sulle pratiche genitoriali di socializzazione alla prosocialità. Sulla scorta della letteratura che enfatizza il ruolo della conversazione emotiva nel favorire lo sviluppo socio-emotivo dei bambini in contesti familiari ed extra-familiari (Giménez-Dasì et al., 2015; Ornaghi et al., 2017), lo Studio 3 indaga gli effetti di un intervento conversazionale nel promuovere le competenze empatiche e prosociali dei bambini al nido. Studio 1: Studio di validazione del CPBQ Metodo Partecipanti. 409 genitori (M=36) di bambini di età compresa tra i 16 e i 42 mesi (M=28.4). Strumenti. Child Prosocial Behavior Questionnaire (Brazzelli et al., 2018), sulle manifestazioni prosociali dei bambini; l’EmQue-I13, (Grazzani et al., 2017), sulle competenze empatiche. Risultati L’analisi fattoriale confermativa mostra un buon adattamento per il modello a 10-item: χ2(31)=74.26, p=.001, NC=2.39; RMSEA:.058; NFI=.95, NNFI=.95, CFI=.97. I tre fattori individuati risultano affidabili: Helping (α=.726), Comforting (α=.782) e Sharing (α=.695). Studio 2: Studio di validazione del PPPQ Metodo Partecipanti. 623 genitori (M=35) di bambini di età compresa tra i 12 e i 42 mesi (M=28.3). Strumenti. Parental Prosocial Practices Questionnaire (Brazzelli et al., 2018), relativo alle pratiche di socializzazione alla prosocialità; il MESQ (Coplan, 2005; Ciucci & Menesini, 2008), sullo stile emotivo materno; il QSP (Venuti & Senese, 2007), sugli stili educativi dei genitori. Risultati L’analisi fattoriale confermativa mostra un buon adattamento per il modello a 9-item: χ2(24)=44.15, p=.013, NC=1.83, RMSEA:.063, pclose=.218, NFI=.93, NNFI=.96, CFI=.96. Le tre dimensioni emerse si mostrano affidabili: Coaching (α=.715), Contingency (α=.698) e Modeling (α=.778). Studio 3: Promozione della prosocialità al nido: un intervento conversazionale Metodo Partecipanti. 141 bambini, con sviluppo tipico, di età compresa tra 21 e 36 mesi (M=28,53; DS=3,92). Disegno di ricerca. Il progetto si è articolato in tre fasi (pre-test, training, post-test) con la costituzione di tre gruppi. Il training ha previsto attività di gruppo condotte dalle educatrici, strutturate in un primo momento di lettura di storie e un successivo momento di conversazione su emozioni e comportamenti di aiuto (Gruppo ConvEmo), conversazione su azioni concrete (Gruppo ConvFis) o gioco libero (Gruppo Gioco). Strumenti. Prove somministrate ai bambini: PinG (Bello et al., 2010), AKT (Camodeca & Coppola, 2010) e Prosocial Tasks (Dunfield & Kuhlmeier, 2013). Quesionari per genitori: EmQue-I13 (Grazzani et al., 2017) e CPBQ (Brazzelli et al., 2018). Risultati I risultati dei GLM a misure ripetute mostrano l’efficacia dell’intervento nell’incrementare la comprensione delle emozioni e la messa in atto di condotte prosociali. Discussione e Conclusioni Il CPBQ e il PPPQ si mostrano validi strumenti per indagare, rispettivamente, i comportamenti prosociali nella prima infanzia e le pratiche genitoriali di socializzazione alla prosocialità. I risultati dello Studio 3 confermano l’efficacia dell’intervento conversazionale nel promuovere le abilità empatiche e prosociali nei bambini al nido

(2019). MEASUREMENT AND PROMOTION OF PROSOCIAL BEHAVIOR IN EARLY CHILDHOOD. (Tesi di dottorato, Università degli Studi di Milano-Bicocca, 2019).

MEASUREMENT AND PROMOTION OF PROSOCIAL BEHAVIOR IN EARLY CHILDHOOD

BRAZZELLI, ELISA
2019

Abstract

The present research is part of the line of studies on the development of prosocial behaviors in early childhood (Dunfield, 2014; Eisenberg et al., 2006). Despite the growing interest in research aimed at investigating the socialization processes through which adults support the socio-emotional development of children (Brownell et al., 2013), to date, we do not have psychometrically robust tools that allow a reliable detection of prosocial behavior in the first years of life and socialization practices in prosociality. Based on this evidence, Study 1 presents the main psychometric properties of the CPBQ, a questionnaire for parents aimed at measuring prosocial behaviors in the first three years of life. Study 2 illustrates the psychometric properties of PPPQ, a self-report tool on parental practices of socialization with prosociality. Based on the literature that emphasizes the role of emotional conversation in favoring the socio-emotional development of children in family and non-family contexts (Giménez-Dasì et al., 2015; Ornaghi et al., 2017), Studio 3 investigates the effects of a conversational intervention in promoting the empathic and prosocial skills of children in the nursery. Study 1: CPBQ validation study Method Participants. 409 parents (M=36) of children aged between 16 and 42 months (M=28.4). Instruments. Child Prosocial Behavior Questionnaire (Brazzelli et al., 2018), on the prosocial manifestations of children; EmQue-I13, (Grazzani et al., 2017), on empathic skills. Results Confirmatory factorial analysis shows a good fit for the 10-item model: χ2(31)=74.26, p=.001, NC=2.39; RMSEA: .058; NFI=.95, NNFI=.95, CFI=.97. The three factors identified are reliable: Helping (α=.726), Comforting (α=.782) and Sharing (α=.695). Study 2: PPPQ validation study Method Participants. 623 parents (M=35) of children between the ages of 12 and 42 months (M=28.3). Instruments. Parental Prosocial Practices Questionnaire (Brazzelli et al., 2018), concerning the socialization practices of prosociality; the MESQ (Coplan, 2005; Ciucci & Menesini, 2008), on the maternal emotional style; the QSP (Venuti & Senese, 2007), on the parents' educational styles. Results Confirmatory factorial analysis shows a good fit for the 9-item model: χ2 (24)=44.15, p=.013, NC=1.83, RMSEA: .063, pclose=.218, NFI=.93, NNFI=.96, CFI=.96. The three dimensions emerged to be reliable: Coaching (α=.715), Contingency (α=.698) and Modeling (α=.778). Study 3: Promotion of the prosociality to the nest: a conversational intervention Method Participants. 141 children, with typical development, aged between 21 and 36 months (M=28.53; DS=3.92). Research design. The project was divided into three phases (pre-test, training, and post-test) with the establishment of three groups. The training provided group activities conducted by the educators, structured at first to read stories and a subsequent conversation on emotions and behaviors of help (ConvEmo Group), conversation on concrete actions (ConvFis Group) or free play (Group Game). Instruments. Tests given to children: PinG (Bello et al., 2010), AKT (Camodeca & Coppola, 2010) and Prosocial Tasks (Dunfield & Kuhlmeier, 2013). Quesionari for parents: EmQue-I13 (Grazzani et al., 2017) and CPBQ (Brazzelli et al., 2018). Results The results of repeated measures GLM show the effectiveness of the intervention in increasing the understanding of emotions and the implementation of prosocial behaviors. Discussion and conclusions The CPBQ and the PPPQ are valid tools to investigate, respectively, prosocial behaviors in early childhood and parenting practices of socialization to prosociality. The results of Study 3 confirm the effectiveness of a conversational intervention in promoting empathic and prosocial skills in nursery children.
GRAZZANI, ILARIA
prosocialità; prima infanzia; misurazione; socializzazione; promozione
Prosocial behavior; early childhood; Measurement; Socialization; promozione
M-PSI/04 - PSICOLOGIA DELLO SVILUPPO E PSICOLOGIA DELL'EDUCAZIONE
English
19-feb-2019
SCIENZE DELLA FORMAZIONE E DELLA COMUNICAZIONE - 91R
31
2017/2018
open
(2019). MEASUREMENT AND PROMOTION OF PROSOCIAL BEHAVIOR IN EARLY CHILDHOOD. (Tesi di dottorato, Università degli Studi di Milano-Bicocca, 2019).
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