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Gloria Yanet Osorno Álvarez
Colombia
Múltiples investigaciones han demostrado que los estilos de crianza influyen en el desarrollo socioemocional durante la infancia, en la cual se considera a la familia como el primer ente socializador. El objetivo de esta investigación fue analizar la incidencia de las competencias parentales en el desarrollo de las habilidades sociales de hijos únicos, con edades entre tres y cinco años, teniendo en cuenta cuatro áreas: vinculares, formativas, protectoras y reflexivas. Con respecto a las habilidades sociales se analizaron seis actitudes comportamentales: habilidades sociales básicas; hacer amigos; conversacionales; sentimientos y emociones; capacidad de afrontar y resolver problemas, y la forma de relacionarse con los adultos. Es una investigación cuantitativa, realizada con un método correlacional donde la muestra correspondió a 36 niños y 61 padres de familia. Se utilizaron las siguientes pruebas: Escala de parentalidad positiva y Escala de habilidades sociales.
Los hallazgos de esta investigación no coinciden con lo que teóricamente se podría esperar; resulta paradójico que los niños que tienen habilidades sociales medias posean padres con competencias parentales óptimas, mientras que niños con habilidades sociales altas, presentan padres de familia cuyas competencias parentales que se ubican en cualquiera de los tres rangos (en riesgo, en monitoreo y óptimas). Otro hallazgo se relaciona con los niños que presentaron habilidades sociales altas en las seis áreas; a su vez, sus padres registraron competencias parentales protectoras en zona de monitoreo, lo que conlleva a pensar, que existen otros factores diferentes de las competencias parentales que pueden incidir en el desarrollo de las habilidades sociales de los menores.
Multiple researches have shown that parenting styles influence socio-emotional development during childhood, in which the family is considered the first socializing entity. The objective of this research was to analyze the incidence of parental competencies in the development of the social skills of single children aged between three and five years, taking into account four areas: linkage, formative, protective and reflexive. Regarding social skills, six behavioral attitudes were analyzed: basic social skills; making new friends; conversational; feelings and emotions; ability to face and solve problems; and way of relating to adults. It is a quantitative research, correlational method where the sample corresponded to 36 children and 61 parents. Two tests were applied: Positive Parentally Scale and Social Skills Scale. Pearson Chi-square was used to analyze the information, using Statistica software. The Pearson Chi-square test is a non-parametric test, which aims to determine the existence or not of a significant relationship between two variables.
The Parental Competence scale is a very simple questionnaire that applies to the parents or caregivers of a child or adolescent, whose objective is to determine the degree of development of parental competencies that adults use to establish a relationship with the child in care, either as a parent or as a caregiver. The scale groups these competences into four areas: Link, training, protection and reflection. This scale defines three zones to determine the level of competence of the parents: the risk zone, where the parents whose scores are below the reference sample are located; subsequently, the monitoring area is located, where the parents who present scores with percentiles between 30 and 40 are located according to the reference sample. Finally, the optimal zone is defined, where the parents with high scores are located.
The social skills scale of Lacunza is a questionnaire that must be applied by parents or caregivers to children between 3 and 5 years old, which measure observable behaviors, which account for the child's social performance during the last three months. This questionnaire is based on other instruments that measure social skills, but makes an adaptation according to the developmental stages of development in preschool children, perfecting three questionnaires according to age: for 3 years the scale presents a composite questionnaire for 12 items; At the age of 4 years, the evaluation is carried out through the development of 12 questions, while for the age of 5 the questionnaire is made up of a total of 15 items.
The findings of this research do not match what theoretically would be expected. It is paradoxical that children who have medium social skills have parents with optimal parental skills, while children with high social skills, have parents whose parental skills are located in any of the three ranges (at risk, monitoring and optimal). Another finding is related to children who presented high social skills in the six areas, in turn, their parents registered protective parental competencies in the monitoring area, which leads us to think that there are other factors that can affect in the development of the social skills of minors.
