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This study aimed to assess the impact of two commercial Saccharomyces cerevisiae strains (CHY1 and CHY2) on the intestinal health and performance of weaned piglets challenged with enterotoxigenic Escherichia coli during the nursery phase. One hundred ninety-two piglets with an average weight of 6.70 ± 0.92 kilograms were allocated in a randomized block design to one of four treatments: a negative control (C) without E. coli challenge and no yeast supplementation; a positive control (CH) with E. coli challenge and no yeast supplementation; and two treatment groups receiving an E. colichallenge with a CHY1 and CHY2 yeast strain supplementation. The challenge involved inoculating piglets with two dosages of E. coli F4 (106 CFU/ml and 109 CFU/ml) and a saline solution for the C group. Samples of intestinal tissue, blood, and cecal content were collected on the trial's 11th, 28th, and 42nd days. All variables were subjected to analysis of variance, and upon detecting significant differences via the F-test (p < 0.05), Tukey's test was applied to compare treatment means. For the analysis of diarrhea occurrence, the Kruskal-Wallis test was applied. When variables were rejected at a 5% probability level, a Dunn's test was conducted as a post-hoc analysis for paired multiple comparisons (p < 0.05), with statistical significance set at this level. Weaned piglets supplemented with CHY1 exhibited superior performance metrics, including higher average daily gain (15.3% increase), body weight (3.4% increase), feed-to-gain ratio (9.5% increase), and average daily feed intake (12.3% increase) at 28 days compared to the CH group across two different nutritional phases. No discernible effects were observed on measuring blood parameters, intestinal morphology, or cecal short-chain fatty acids. Both yeast-treated groups displayed improved performance during the most challenging periods. However, the CHY1 yeast strain contributed to enhanced piglet performance in the initial 28 days without inducing changes in intestinal morphology.(AU)

O presente estudo teve como objetivo avaliar duas cepas comerciais de Saccharomyces cerevisiae (designadas como CHY1 e CHY2) sob a saúde intestinal e desempenho de leitões desmamados desafiados com Escherichia coli enterotoxigênica durante a fase de creche. Um total de 192 leitões com peso médio 6,70 ± 0.92 quilogramas foram distribuídos em um delineamento em blocos casualizados com quatro tratamentos: um controle negativo (C) sem desafio de E. coli e sem suplementação da levedura; um controle positivo (CH) com desafio de E. coli e sem a suplementação da levedura; e dois grupos com a suplementação das dietas com as cepas comerciais das leveduras intituladas CHY1 e CHY2, juntamente ao desafio de E. coli. O desafio envolveu a inoculação de duas doses de E. coli F4 (106 UFC/ml e 109 UFC/ml) nos leitões e uma inoculação de solução salina para o grupo C. Amostras de tecido intestinal, sangue e conteúdo cecal foram coletadas nos 11º, 28º e 42º dias do experimento. Todas as variáveis foram submetidas a análise de variância e quando detectada diferença significativa pelo teste de F (p<0,05), o teste de Tukey foi aplicado para comparar as médias. Para a avalição da ocorrência de diarreia, o teste de Kruskal-Wallis foi aplicado e quando as variáveis foram rejeitadas ao nível de 5% de probabilidade, o teste de Dunn foi conduzido como uma análise post-hoc para comparações múltiplas (p<0,05) com significância estatística nesse nível. Leitões desmamados suplementados com CHY1 apresentaram métricas de desempenho superiores, incluindo maior ganho de peso diário (aumento de 15.3%), peso vivo (aumento de 3.4%), consumo de ração diário (aumento de 9.5%) e melhor eficiência alimentar (aumento de 12.3%) até os 28 dias de experimento em comparação com o grupo CH. Não foram observados efeitos dos tratamentos sobre os parâmetros sanguíneos mensurados, morfologia intestinal ou ácidos graxos de cadeia curta presentes no conteúdo cecal. Ambos os grupos tratados com leveduras apresentaram melhor desempenho durante os períodos mais desafiadores. No entanto, a cepa de levedura CHY1, especificamente, contribuiu para um melhor desempenho dos leitões nos primeiros 28 dias, sem induzir alterações na morfologia intestinal.(AU)

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O estudo buscou realizar uma articulação entre os campos da Saúde Coletiva, a Educação e a Psicanálise, com a finalidade de construir uma prática comprometida com o cuidado de crianças, que se encontram em creches, bem como enfatizando os aspectos da constituição psíquica. Objetivou-se verificar os efeitos de uma intervenção baseada na Metodologia Indicadores de Risco para o Desenvolvimento Infantil ­ IRDI e na ação educativa de professores de uma creche. O estudo consistiu em uma pesquisa-ação através de narrativas de vida escritas e encontros de formação com os professores. Por intermédio das narrativas, bem como dos diálogos estabelecidos nos encontros de formação, foram observados atravessadores envolvidos nas relações entre o cuidar e o educar no contexto da creche. Por fim, assinalou-se ainda a importante contribuição de processos formativos como amparo ao fazer prático dos docentes

El estudio tuvo como objetivo realizar una articulación entre los campos de la Salud Colectiva, la Educación y el Psicoanálisis, con el fin de construir una práctica comprometida con el cuidado de los niños que se encuentran en las guarderías, enfatizando los aspectos de la constitución psíquica. El objetivo fue verificar los efectos de una intervención basada en la Metodología de Indicadores de Riesgo para el Desarrollo Infantil - IRDI sobre la acción educativa de los docentes de una guardería. El estudio consistió en una investigación-acción a través de narrativas de vida escritas y reuniones de formación con profesores. A través de las narrativas, así como de los diálogos en las reuniones de formación, se observaron los intermediarios involucrados en las relaciones entre el cuidado y la educación en el contexto de la guardería. También se señaló la importante contribución de los procesos formativos como apoyo a la formación práctica de los docentes

The study aimed to perform an articulation between the fields of Collective Health, Education and Psychoanalysis, in order to build a practice committed to the care of children who are in daycare centers, emphasizing the aspects of the psychic constitution. The objective was to verify the effects of an intervention based on the Methodology Risk Indicators for Child Development - IRDI on the educational action of teachers of a daycare center. The study consisted of an action research through written Life Narratives and formation meetings with teachers. Through the narratives, as well as the dialogues in the formation meetings, the middlemen involved in the relations between caring and educating in the context of daycare were observed. It was also pointed out the important contribution of formative processes as support to the practical making of teachers

L'étude visait à réaliser une articulation entre les domaines de la santé collective, de l'éducation et de la psychanalyse, afin de construire une pratique engagée dans la prise en charge des enfants qui sont dans les garderies, en mettant l'accent sur les aspects de la constitution psychique. L'objectif était de vérifier les effets d'une intervention basée sur la méthodologie Indicateurs de risque pour le développement de l'enfant - IRDI sur l'action éducative des enseignants d'une garderie. L'étude consistait en une recherche-action à travers des récits de vie écrits et des réunions de formation avec des enseignants. À travers les récits, ainsi que les dialogues dans les réunions de formation, les intermédiaires impliqués dans les relations entre les soins et l'éducation dans le contexte de la garderie ont été observés. Il a également été souligné l'importante contribution des processus de formation en tant que soutien à la création pratique des enseignants

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Objetivo: Evidenciar a percepção materna acerca da efetividade de uma intervenção educativa para estimulação de crianças com risco para o desenvolvimento neuropsicomotor. Métodos: Pesquisa qualitativa, realizada com mães que participaram de uma intervenção educativa em Centros Públicos de Referência em Educação Infantil em um município da Paraíba, sobre a estimulação do desenvolvimento infantil. Os dados foram coletados por meio de entrevista semiestruturada, nos meses de março a julho 2018, e interpretados por meio da análise temática. Resultados: Destacaram-se a falta de orientação profissional como fragilidades para a estimulação infantil no domicílio, antes da intervenção. A sobrecarga física materna e a ausência paterna na estimulação da criança foram evidenciadas como dificultadores para realização da estimulação domiciliar. Por outro lado, o uso de metodologia ativa e os materiais educativos utilizados na intervenção educativa foram considerados facilitadores para melhora do conhecimento e empoderamento acerca da estimulação infantil. Conclusão: A intervenção educativa, na percepção materna, se mostrou efetiva por proporcionar transformação de atitudes quanto à estimulação dos seus filhos. Ademais, trouxe satisfação e motivação às mães para implementar os estímulos adequados após o novo conhecimento construído. (AU)

Objective: To highlight the maternal perception about the effectiveness of an educational intervention to stimulate children at risk for neuropsychomotor development. Methods: Qualitative research, carried out with mothers who participated in an educational intervention in Public Reference Centers in Early Childhood Education in a city in Paraíba, on the stimulation of child development. Data were collected through semi-structured interviews, from March to July 2018, and interpreted through thematic analysis. Results: The lack of professional guidance was highlighted as weaknesses for child stimulation at home, before the intervention. The maternal physical overload and the father's absence in stimulation of the child were evidenced as difficulties to perform home stimulation. On the other hand, the use of active methodology and the educational materials used in the educational intervention were considered facilitators to improve knowledge and empowerment about child stimulation. Conclusion: The educational intervention, in the maternal perception, proved to be effective in providing a transformation of attitudes regarding the stimulation of their children. In addition, it brought satisfaction and motivation to the mothers to implement the appropriate stimuli after the new knowledge built. (AU)

Objetivo: Resaltar la percepción materna sobre la efectividad de una intervención educativa para estimular a niños en riesgo de desarrollo neuropsicomotor. Métodos: Investigación cualitativa, realizada con madres que participaron en una intervención educativa en Centros Públicos de Referencia en Educación Infantil de una ciudad de Paraíba, sobre la estimulación del desarrollo infantil. Los datos fueron recolectados a través de entrevistas semiestructuradas, de marzo a julio de 2018, e interpretados mediante análisis temático. Resultados: La falta de orientación profesional se destacó como debilidades para la estimulación infantil en el hogar, antes de la intervención. La sobrecarga física materna y la ausencia del padre en la estimulación del niño se evidenciaron como dificultades para realizar la estimulación domiciliaria. Por otro lado, el uso de metodología activa y los materiales educativos utilizados en la intervención educativa fueron considerados facilitadores para mejorar el conocimiento y empoderamiento sobre la estimulación infantil. Conclusión: La intervención educativa, en la percepción materna, demostró ser efectiva en brindar una transformación de actitudes con respecto a la estimulación de sus hijos. Además, trajo satisfacción y motivación a las madres para implementar los estímulos adecuados luego de los nuevos conocimientos construidos. (AU)

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IECMHC can and should be a vehicle that promotes greater equity in access to high quality relationships within an early classroom environment. It is important to consider consultation through a racial equity lens to ensure that it is integrated in all levels of work. The goal of the study was to replicate the results from other IECMHC programs with a diverse, largely Latinx, population. The Jump Start program was given the unique opportunity to adapt the Georgetown Framework of Infant and Early Childhood Mental Health Consultation to a multicultural population in Miami. A total of 88 early learning programs and 244 teachers participated. Services were provided in English, Spanish, and Creole at the program- and classroom-level. Pre- and post-data were collected at both levels. Significant improvements at the program- and classroom-level were found post-consultation. Consultants demonstrated fidelity to core program practices while providing culturally and linguistically competent service. The current study replicated findings regarding the effectiveness of IECMHC while expanding results to a diverse metropolitan community. Key features of program success may be attributed to the use of highly trained consultants, action planning, fidelity monitoring, and enrollment of programs that were ready and have a champion for IECMHC.

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Esta pesquisa analisou como a interação entre as crianças de uma Creche e os significados de gênero que emergem de brinquedos e brincadeiras na infância contribuem para a construção de suas identidades de gênero. O estudo, de caráter qualitativo, utilizou a observação participante para analisar a interação entre 15 crianças de uma turma, com idades entre 3 e 4 anos, com as educadoras, os brinquedos e as brincadeiras. Percebeu-se que as experiências entre as crianças são atravessadas por discursos performativos de gênero. Evidenciou-se nas rações que os papéis de gênero estão próximos daqueles vividos pelos adultos com os quais elas convivem e os brinquedos e brincadeiras tendem a reproduzir os papéis de masculinidade e feminilidade normativa (AU).

This research analyzed how the interaction between children of a nursery, as well as the meanings of gender, which emerge from toys and games in childhood, contribute to the construction of their gender identities. As a qualitative study, it used participant observation to analyze the interaction between 15 children in a class, aged between 3 and 4 years, with the educators and with toys and games. It was noticed that the experiences among children are crossed by gender performance discourses. It was evident in the interactions that gender roles are close to those experienced by adults with whom they live and toys and games tend to reproduce the roles of normative masculinity and femininity (AU).

Esta investigación analizó cómo la interacción entre los niños de una guardería, así como los significados de género, que surgen de los juguetes y juegos en la infancia, contribuyen a la construcción de sus identidades de género. El estudio cualitativo utilizó la observación participante para analizar la interacción entre 15 niños de una clase, de entre 3 y 4 años, con los educadores y con juguetes y juegos. Se notó que las experiencias entre los niños están cruzadas por discursos de desempeño de género. Fue evidente en las interacciones que los roles de género son cercanos a los experimentados por los adultos con quienes viven y los juguetes y juegos tienden a reproducir los roles de masculinidad y feminidad normativas (AU).

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BACKGROUND: Drowning is the leading cause of death among children 12-59 months old in rural Bangladesh. This study evaluated the cost-effectiveness of a large-scale crèche (daycare) intervention in preventing child drowning. METHODS: The cost of the crèches intervention was evaluated using an ingredients-based approach and monthly expenditure data collected prospectively throughout the study period from two agencies implementing the intervention in different study areas. The estimate of the effectiveness of the crèches intervention was based on a previous study. The study evaluated the cost-effectiveness from both a program and societal perspective. RESULTS: From the program perspective the annual operating cost of a crèche was $416.35 (95% CI: $221 to $576), the annual cost per child was $16 (95% CI: $8 to $23), and the incremental-cost-effectiveness ratio (ICER) per life saved with the crèches was $17,008 (95% CI: $8817 to $24,619). From the societal perspective (including parents time valued) the ICER per life saved was - $166,833 (95% CI: - $197,421 to - $141,341)-meaning crèches generated net economic benefits per child enrolled. Based on the ICER per disability-adjusted-life years averted from the societal perspective (excluding parents time), $1978, the crèche intervention was cost-effective even when the societal economic benefits were ignored. CONCLUSIONS: Based on the evidence, the crèche intervention has great potential for generating net societal economic gains by reducing child drowning at a program cost that is reasonable.

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Mentalização é a habilidade de interpretar os próprios comportamentos e os de outros em termos de estados mentais. No presente estudo exploratório, objetivou-se avaliar a capacidade de mentalização de professoras de berçário que atuam com bebês entre quatro e dezoito meses de idade, em escolas de Educação Infantil. Participaram do estudo quatro professoras que atuam em Porto Alegre e região Metropolitana, três delas na rede pública e uma na rede privada. Utilizaram-se os instrumentos: Ficha de Dados Sociodemográficos e Profissionais e Entrevista de História de Vida e Relações Atuais ­ essa analisada através do Checklist for the clinical assessment of mentalizing. A classificação da capacidade de mentalização das participantes variou entre "boa" e "muito alta" nos quatro contextos avaliados pelo Checklist. Conclui-se que o resultado é positivo, pois uma boa capacidade de mentalização dos cuidadores está atrelada à oferta de cuidados de qualidade e à possibilidade de o professor pensar sobre como se relaciona com as crianças. Também contribui para o desenvolvimento da capacidade de mentalização delas. Indica-se a necessidade de novas pesquisas que validem instrumentos de avaliação da capacidade de mentalização no país, criem e testem intervenções que visem promovê-la, inclusive, em contextos diversos do escolar. (AU)

Mentalization is the ability to interpret one's own behaviors and those of others in terms of mental states. In the present exploratory study, we aimed to evaluate the mentalizing capacity of nursery educators that work with babies between four and eighteen months old in Early Childhood Education schools. Four educators working in Porto Alegre and the metropolitan region participated in the survey, three of them work in the public system and one in the private system. We employed the following instruments: Sociodemographic and Professional Data Questionnaire; and Life Story and Current Relationships Interview, which was analyzed according to the Checklist for the clinical assessment of mentalizing. The classification of the participants' mentalizing capacity ranged from "good" to "very high" in the four contexts evaluated by the Checklist. It is concluded that the result is positive because a good mentalizing capacity of the caregivers is attached to the offer of quality care and the possibility for the teacher to think about how he relates to the children. It also contributes to the development of their capacity to mentalize. There is a need for further research to validate instruments for assessing mentalization in the country, to create and test interventions that aim at promoting it, including in contexts other than schools. (AU)

La mentalización es la capacidad de interpretar los propios comportamientos y comportamientos ajenos en términos de estados mentales. Este estudio exploratorio tuvo como objetivo evaluar la capacidad de mentalización de maestras de guarderías infantiles que trabajan con bebés entre cuatro y dieciocho meses de edad, en escuelas de Educación Infantil. Participaron cuatro maestras que trabajan en Porto Alegre y la región metropolitana, tres de ellas en la red pública y una en la red privada. Los instrumentos utilizados fueron: Hoja de datos sociodemográficos y profesionales, Entrevista de historia de vida y relaciones actuales: esto se analizó a través del Checklist for the clinical assessment of mentalizing. La calificación de la capacidad de mentalización de las participantes varió de "buena" a "muy alta" en los cuatro contextos evaluados por el Checklist. Se concluye que tal resultado es positivo, ya que una buena capacidad de mentalización de los cuidadores está vinculada a la oferta de cuidados de calidad y a la posibilidad de que el profesor piense cómo se relaciona con los niños. También contribuye al desarrollo de su capacidad de mentalización. Se indica la necesidad de realizar más investigaciones para validar los instrumentos de evaluación de la mentalización en el país, crear y probar intervenciones que tengan como objetivo promoverla, incluso en contextos distintos de los escolares. (AU)

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Expulsion presents a significant risk in Early Care and Education (ECE) settings due to its association with early disadvantage and frequency of use. A statewide survey was conducted to characterize ECE suspension and expulsion (S/E) in Colorado. Child, program, and community-level factors were examined as predictors of S/E, alongside preventative intervention supports capable of reducing S/E. Six hundred and sixty three licensed child care programs participated in the survey, providing information on 19,848 enrolled children, 312 suspensions, and 74 expulsions. A series of multilevel hierarchical regressions were conducted, examining predictors for S/E. Children with IEPs/IFSPs were disproportionately suspended; 2-3-year-olds were disproportionately expelled; and boys, 5-6-year-olds, and children with disabilities were disproportionately suspended and expelled. Center-based programs, lower quality ratings, and "zero tolerance" policies predicted greater use of suspension. In contrast, school-district affiliation and knowledge of how to access infant and early childhood mental health consultation (IECMHC) decreased suspension. Lower levels of regional child poverty predicted higher use of expulsion. Affiliation with a school-district, IECMH consultant-led training, and use of quality coaches predicted decreased expulsion. This study identifies the need for ongoing protection for children with IEPs/ IFSPs and the preventative interventions that mitigate risk for S/E.

Introducción. La expulsión presenta un riesgo significativo en el marco del Temprano Cuidado y Educación (ECE) debido a su asociación con tempranas desventajas y la frecuencia de uso. Una encuesta a nivel estatal se llevó a cabo para caracterizar la suspensión y expulsión de ECE (S/E) en Colorado. Asuntos relacionados con el niño, el programa y de nivel comunitario se examinaron como factores de predicción de (S/E), junto con apoyos de intervención para prevenir, capaces de reducir S/E. Métodos. Participaron en la encuesta 663 programas de cuidado infantil autorizados, lo cual aportó información sobre 19,848 niños matriculados, 312 suspensiones y 74 expulsiones. Se llevó a cabo una serie de regresiones jerárquicas de niveles múltiples, examinando así los factores de predicción de S/E. Resultados. A los niños con participación en programas o planes IEP/IFSP se les suspendió de manera desproporcionada; niños entre los dos y tres años fueron desproporcionalmente expulsados; y varones de cinco a seis años, y niños con discapacidades fueron desproporcionalmente suspendidos y expulsados. Los programas con base en un centro, los más bajos puntajes de evaluación de la calidad y las políticas de 'tolerancia cero' predijeron el mayor uso de la suspensión. En contraste, la afiliación a un distrito escolar y el conocimiento de cómo tener acceso a la consulta de salud mental infantil y la temprana niñez (IECMHC) redujo las suspensiones. Los más bajos niveles de pobreza regional de niños predijeron el más alto uso de la expulsión. La afiliación a un distrito escolar, el entrenamiento de consultores de IECMH, así como el uso de entrenadores calificados predijeron una reducción de las expulsiones. Conclusiones. Este estudio identifica la necesidad de una continuada protección para niños en programas o planes IEP/IFSP y las intervenciones de prevención que mitigan el riesgo de S/E.

INTRODUCTION: L'expulsion présente un risque important pour les contextes de Soins Précoces et Education (en anglais Early Care and Education, abrégé ici ECE) du fait de son lien à un désavantage précoce et la fréquence de l'utilisation. Un sondage au niveau de l'état a été fait afin de caractériser la suspension ECE et l'expulsion (S/E) dans l'état du Colorado aux Etats-Unis. L'enfant, le programme et les facteurs aux niveau de la communauté ont été examinés en tant que facteurs de prédiction de la (S/E), en parallèle avec des soutiens d'une intervention préventive capable de réduire la S/E. Méthodes. 663 programmes de crèches accréditées ont participé au questionnaire, offrant des renseignements sur 19848 enfants inscrits, 312 suspensions et 74 expulsions. Une série de régressions hiérarchiques à niveaux multiples a été faite, examinant les facteurs de prédiction pour la S/E. Résultats. Les enfants avec des plans IEP/IFSP (Plan d'Enseignement Individualisé/Plan Individualisé de Service à la Famille) ont été suspendus de manière disproportionnée ; les enfants de deux à trois ans ont été expulsés de manière disproportionnée, et les enfants avec des handicaps ont été suspendus et expulsée de manière disproportionnée. Les programmes centres (centrés sur une condition), les cotes de qualité inférieure et les politiques de « zéro tolérance ¼ ont prédit une plus grande utilisation de la suspension. Par contre, l'affiliation à un district académique et des connaissances sur la manière d'accéder à la consultation de santé mentale du nourrisson et de la petite enfance (IECMHC) ont fait décroître le taux de suspension. Des niveaux plus bas de pauvreté de l'enfant régionale ont prédit une utilisation plus élevée de la suspension. L'affiliation à un district académique, la formation faite par un consultant IECMH et l'utilisation de formateurs de qualité ont prédit une expulsion moins élevée. Cette étude identifie le besoin de protection continue des enfants avec des plans IEP/IFSP et d'interventions préventives qui mitigent le risque de S/E.

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Social networks are considered to be 'highly modular' when individuals within one module are more connected to each other than they are to individuals in other modules. It is currently unclear how highly modular social networks influence the persistence of contagious pathogens that generate lifelong immunity in their hosts when between-group interactions are age dependent. This trait occurs in social species with communal nurseries, where juveniles are reared together for a substantial period in burrows or similar forms of containment and are thus in isolation from contact with individuals in other social groups. Our main objective was to determine whether, and to what extent, such age-dependent patterns of between-group interactions consistently increased the fade-out probability of contagious pathogens that generate lifelong immunity in their hosts. We hypothesised that in populations of species where juveniles are raised in communal nurseries, a high proportion of recovered adults in a group would form a 'protective barrier' around susceptible juveniles against pathogen transmission, thereby increasing the probability of epidemic fade-out in the population. To test this idea, we implemented a spatially implicit individual-based susceptible-infected-recovered (SIR) model for a large range of generic host and pathogen traits. Our results indicated that (a) the probability of epidemic fade-out was consistently higher in populations with communal nurseries, especially for highly contagious pathogens (high basic reproduction number, R0 ) and (b) communal nurseries can counteract the cost of group living in terms of infection risk to a greater extent than variation in other traits. We discuss our findings in relation to herd immunity and outline the importance of considering the network structure of a given host population before implementing management measures such as vaccinations, since interventions focused on individuals with high between-group contact should be particularly effective for controlling pathogen spread in hosts with communal nurseries.

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Proponents of early childhood education and care programs cite evidence that high-quality center-based childcare has positive impacts on child development, particularly for disadvantaged children. However, much of this evidence stems from randomized evaluations of small-scale intensive programs based in the United States and other Anglo/English-speaking countries. Evidence is more mixed with respect to widespread or universal center-based childcare provision. In addition, most evidence is based on childcare experiences of 3- to 5-year-old children; less is known about the impact of center-based care in earlier childhood. The French context is particularly suited to such interrogation because the majority of French children who attend center-based care do so in high-quality, state-funded, state-regulated centers, known as crèches, and before age 3. We use data from a large, nationally representative French birth cohort, the Étude Longitudinale Français depuis l'Enfance (Elfe), and an instrumental variables strategy that leverages exogenous variation in both birth quarter and local crèche supply to estimate whether crèche attendance at age 1 has an impact on language, motor skills, and child behavior at age 2. Results indicate that crèche attendance has a positive impact on language skills, no impact on motor skills, and a negative impact on behavior. Moreover, the positive impact on language skills is particularly concentrated among disadvantaged children. This implies that facilitating increased crèche access among disadvantaged families may hold potential for decreasing early socioeconomic disparities in language development and, given the importance of early development for later-life outcomes, thereby have an impact on long-term population inequalities.

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Esta pesquisa analisou como a interação entre as crianças de uma Creche e os significados de gênero que emergem de brinquedos e brincadeiras na infância contribuem para a construção de suas identi-dades de gênero. O estudo, de caráter qualitativo, utilizou a observação participante para analisar a interação entre 15 crianças de uma turma, com idades entre 3 e 4 anos, com as educadoras, os brinquedos e as brincadeiras. Percebeu-se que as experiências entre as crianças são atra-vessadas por discursos performativos de gênero. Evidenciou-se nas inte-rações que os papéis de gênero estão próximos daqueles vividos pelos adultos com os quais elas convivem e os brinquedos e brincadeiras ten-dem a reproduzir os papéis de masculinidade e feminilidade normativa.

This research analyzed how the interaction between children of a nursery, as well as the meanings of gender, which emerge from toys and games in childhood, contribute to the construction of their gender identities. As a qualitative study, it used participant observation to analyze the interaction between 15 children in a class, aged between 3 and 4 years, with the educators and with toys and games. It was noticed that the experiences among children are crossed by gender performance discourses. It was evident in the interactions that gender roles are close to those experienced by adults with whom they live and toys and games tend to reproduce the roles of normative masculinity and femininity

Esta investigación analizó cómo la interacción entre los niños de una guardería, así como los significados de género, que surgen de los juguetes y juegos en la infancia, contribuyen a la construcción de sus identidades de género. El estudio cualitativo utilizó la observación participante para analizar la interacción entre 15 niños de una clase, de entre 3 y 4 años, con los educadores y con juguetes y juegos. Se notó que las experiencias entre los niños están cruzadas por discursos de desempeño de género. Fue evidente en las interacciones que los roles de género son cercanos a los experimentados por los adultos con quienes viven y los juguetes y juegos tienden a reproducir los roles de masculinidad y feminidad normativas.

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Children growing up in families experiencing socioeconomic disadvantage (SED) are at greater risk for deficits in attachment and stress regulation as compared to peers in families with more socioeconomic resources. The present study hypothesized that care providers in out-of-home care might help these children to compensate. We therefore investigated 60 children (n = 30 from SED, n = 30 matched counterparts from middle class) and assessed children's Attachment Q-Sort (AQS) toward the mother and the primary care provider in childcare centers. Moreover, children's diurnal cortisol rhythm was measured based on 12 saliva samples taken across three days a week. The disadvantaged children showed lower AQS scores with their mothers than their care providers. Compared to their counterparts, disadvantaged children also displayed heightened cortisol release and flatter cortisol profiles reflecting overall high hypothalamic-pituitary-adrenocortical activities and lower capacities to regulate stress. Most notably however, multilevel path modeling linked higher care provider AQS scores to decreasing cortisol release throughout the week.

Los niños que crecen en familias que experimentan desventajas socioeconómicas (SED) se encuentran bajo mayor riesgo de déficits en la afectividad y regulación del estrés, comparados con compañeros de familias con más recursos socioeconómicos. EL presente estudio presenta la hipótesis de que quienes cuidan a estos niños dentro del sistema público de guarderías pudieran ayudarles a compensar. Nosotros, por tanto, investigamos a 60 niños (n = 30 de SED, n = 30 niños de clase media pareados como contraparte) y evaluamos la afectividad de los niños (AQS) hacia las madres y quienes les proveían el cuidado primario en guarderías infantiles públicas. Es más, se midió el ritmo diurno de cortisol de los niños con base en 12 muestras de saliva tomadas a lo largo de tres días a la semana. Los niños con desventajas mostraron más bajos puntajes de AQS con sus madres que con quienes les prestaban el cuidado. Comparados con su contraparte, los niños con desventajas también mostraron un elevado nivel de emisión de cortisol y perfiles de cortisol más planos lo cual refleja en general un alto nivel de actividades HPA y más bajas capacidades para regular el estrés. Aún más notable, sin embargo, el modelo de trayectoria a múltiples niveles relacionó los más altos puntajes AQS del cuidador con una baja en la emisión de cortisol a lo largo de la semana.

Les enfants grandissant dans des familles faisant l'expérience d'un désavantage socioéconomique (abrégé ici DSE) sont à plus grand risque de déficits dans l'attachement et la régulation du stress comparés aux enfants grandissant dans des familles dotées de plus de ressources socioéconomiques. Cette étude a pris pour hypothèse que les personnes s'occupant des enfants dans les crèches publiques pourraient aider ces enfants à compenser. Nous avons donc étudié 60 enfants (n = 30 de SED, n = 30 homologues issus de la classe moyenne) et évalué l'attachement (AQS) des enfants envers leur mère et envers les personnes prenant soin d'eux dans les crèches publiques. De plus le rythme de cortisol diurne a été mesuré basé sur des échantillons de salive pris au cours de trois jours par semaine. Les enfants de milieu désavantagé ont fait preuve de scores AQS plus bas avec leurs mères qu'avec les personnes prenant soin d'eux dans les crèches. Comparés à leurs homologues, les enfants désavantagés ont aussi fait preuve de sécrétion de cortisol plus élevée et des profils de cortisol plus plats reflétaient des activités HPA dans l'ensemble hautes et des capacités plus basses à réguler le stress. Plus particulièrement cependant une modélisation à plusieurs niveaux a établi un lien entre des scores AQS plus élevés des modes de soin à la crèche à des sécrétions de cortisol décroissantes tout au long de la semaine.

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The health and social crisis linked to the COVID-19 shows the limits of a welfare state that is concerned to include care in its actions and struggles to invest in preventive public policies. The latter would surely have made it possible to live the pandemic differently. In the field of child protection, the preventive nurseries and their actions for the benefit of families were able to maintain a link with parents during the first confinement. This is the case of the establishments of the association Enfant Présent, which has created a parental phone support platform.

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Abstract Introduction Day care centers play an important social role in children's early education and development. The objective of this study was to investigate the frequency of intestinal parasitic infections and infection with Toxocara spp. in children from a day care center in the city of Rio Grande, Rio Grande do Sul, Brazil. Methods: The study was conducted using fecal samples from 50 children, ages three to six years, using Ritchie, Faust, Rugai, and Kinyoun's techniques. A closed and structured epidemiological questionnaire was used to collect data from the parents/guardians of the children. Serological studies for detection of antibodies to Toxocara spp. by immunoenzymatic assays using Toxocara excretion and secretion antigen (TES) were conducted on sera collected from 41 children. Results: The frequency of enteroparasites was 18%, with 43.9% of the children testing seropositive for Toxocara spp. Low family income and low literacy levels of parents/guardians were common factors between the families of the parasite-positive children. For the children who tested positive for Toxocara spp., most of the parents/guardians reported using only water for sanitizing raw vegetables and fruits. Conclusions: The high seropositivity rates for Toxocara spp. indicate that children were exposed to this parasite, and it is important to reduce the risk of infection. In addition, the seropositivity for enteroparasites and the interviews with the parents/guardians indicate the need to educate the studied population regarding the modes of intestinal parasite transmission and the prophylactic measures needed to prevent their dissemination.

Resumo Introdução As creches desempenham um importante papel social na educação e desenvolvimento inicial das crianças. O objetivo deste estudo foi investigar a frequência de infecções parasitárias intestinais, além de infecção por Toxocara spp. em crianças de uma creche na cidade do Rio Grande, Rio Grande do Sul, Brasil. Métodos: Para o estudo, foram coletadas amostras fecais de 50 crianças de três a seis anos, analisadas pelas técnicas de Ritchie, Faust, Rugai e Kinyoun, sendo aplicado um questionário epidemiológico fechado e estruturado aos pais/responsáveis ​​das crianças. Também foi realizada uma pesquisa sorológica de anticorpos para Toxocara spp. em 41 crianças, pelo ensaio imunoenzimático, associado ao antígeno de excreção e secreção (ES), com soros pré-adsorvidos com antígeno somático de Ascaris lumbricoides. Resultados: A frequência de enteroparasitos foi de 18%, enquanto que 43.9% das crianças foram soropositivas para Toxocara spp.. Baixa renda familiar e baixo nível de alfabetização dos pais/responsáveis ​​foram fatores comuns entre as famílias das crianças parasitadas. A maioria dos pais ou responsáveis das crianças, com diagnóstico positivo para enteroparasitos ou para Toxocara spp., relatou utilizar apenas água para a higienização de verduras e frutas. Conclusões: As altas taxas de soropositividade para Toxocara spp. indicam que as crianças foram expostas a esse parasito, sendo importante minimizar o risco de infecção. Além disso, a positividade de 18% para enteroparasitos e os dados obtidos com as entrevistas realizadas com os pais ou responsáveis demonstram a necessidade da realização de trabalhos com a população estudada que visem a divulgação sobre as parasitoses intestinais, especialmente sobre medidas profiláticas especificas.

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BACKGROUND: This paper estimates the impact on childhood drowning rates of community-based introduction of crèches or playpens or both in rural Bangladesh for children aged 0-47 months. METHODS: A baseline census of the whole population of 270,387 households in 51 unions, 451 villages from 7 rural sub-districts in Bangladesh was conducted in 2013. The baseline census determined retrospective, age-specific, and cumulative drowning incidence rates (IR) experienced in the target households in the 12 months prior to the intervention. Beginning in late 2013, creches for drowning prevention were established across the study area. Acceptance into creches was provided and written assent to attend a creche was obtained for all children aged 9-47 months in all participating unions. Playpens were provided to 45,460 of these children, of which 5981 children received only the playpens. All children were followed-up until their 48-month birthday or administrative censoring (fixed timepoint to stop observing the drowning deaths), after a two-year implementation period (2014-2016). Drowning IR were estimated for children and compared to corresponding baseline rates from 2012. Age-specific drowning IR under different "as treated" categories (playpen-only, creche-only, and playpen-plus-creche) were compared to the baseline rates experienced by the categorized households prior to intervention. RESULTS: A total of 3205 creches (average of 7 creches per village) were established, and 116,054 children aged 9-47 months were exposed to the intervention packages. Aggregated drowning IRs between age 0 and 47 were estimated per 100,000 population per year at 86.73 (95% CI: 69.67-107.97) and 43.03 (95% CI: 35.55-52.10) in the baseline and post implementation period, respectively. Risk ratios were 0.40 (95% CI: 0.28-0.57) overall, and 0.34 (95% CI: 0.13-0.90), 0.09 (95% CI: 0.02-0.36), and 0.04 (95% CI: 0.002-0.60) in children under the creche-only, aged, 1, 2, and 3 years old respectively. Inexplicably, drowning rates were statistically significantly higher post-intervention in children 0-11 months. There was no mortality reduction with playpen use (alone or in combination), and this group may actually have had a higher risk of drowning. CONCLUSIONS: Creches are effective for preventing childhood drowning in rural Bangladesh for children above age 1-year, and should be considered for further scale-up.

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Continuity of care is a fundamental element in enabling a child to build himself on the psychological level. It is encouraged by professional reflection but can, however, take place at an irregular pace. Meeting with Mathilde Sauvervald, director in training of a day-care centre.

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Resumo O presente estudo pretende identificar os modelos de desenvolvimento profissional mais relevantes para um grupo de educadoras de creche portuguesas, procurando conhecer as suas preferências relativamente a formatos, temas e tipos de atividade de desenvolvimento profissional e as condições em que o vídeo-feedback poderá ser mais relevante para essas profissionais. Foram realizadas entrevistas com 26 participantes, após visualização de vídeos das suas práticas em contexto real. Os resultados mostram que o recurso a vídeos é visto como uma ferramenta potencialmente relevante para a reflexão, melhoria e reforço da prática profissional, sendo, no entanto, necessário garantir o seu devido enquadramento. Os resultados evidenciam, ainda, outras preferências desse grupo de educadoras, oferecendo pistas para a conceção de programas de desenvolvimento profissional em creche.

Abstract This study aims to identify the best professional development models for a group of Portuguese crèche educators. It seeks to learn their preferences regarding formats, themes and types of professional development activities, and the conditions under which video-feedback may be more relevant to them. Interviews were conducted with 26 participants, after they watched videos of their practices in a real-life context. The results show that the use of video is considered a potentially relevant tool for reflection, improvement and strengthening of professional practice, and that it is necessary to ensure its proper framework. The results also show other preferences of this group of educators, offering clues for the design of professional development programs in crèche centers.

Résumé Cette étude vise à identifier les modèles de développement professionnel les plus relevants pour un groupe d'éducatrices de crèche au Portugal. Elle cherche à connaître leurs préférences concernant les formats, les thèmes et les types d'activités de développement professionnel, ainsi que les conditions dans lesquelles une vidéo-feedback pourrait leur être utile. Des entrevues ont été menées auprès de 26 participantes, ayant visionné des vidéos concernant leurs pratiques en contexte réel. Les résultats montrent que le recours aux vidéos est considéré comme un outil potentiellement approprié pour réfléchir sur la pratique professionnelle ainsi que pour l'amélorier et la renforcer, à condition d'assurer un bon encadrement. Les résultats indiquent également d'autres préférences de ce groupe d'éducateurs, offrant des pistes pour la conception de programmes de développement professionnel dans les crèches.

Resumen El presente estudio pretende identificar los modelos de desarrollo profesional más relevantes para un grupo de educadoras portuguesas de guardería, con el propósito de tratar de conocer sus preferencias en lo que se refiere a formatos, temas y tipos de actividad de desarrollo profesional y las condiciones en las que el video-feedback podrá ser más importante para tales profesionales. Se realizaron entrevistas con 26 participantes, después de visualizar videos de sus prácticas en contexto real. Los resultados muestran que el recurso a videos es visto como una herramienta potencialmente relevante para la reflexión, mejora y refuerzo de la práctica profesional, pero hay que asegurar su debida enmarcación. Los resultados también ponen de manifiesto otras preferencias de ese grupo de educadores, ofreciendo pistas para la concretización de programas de desarrollo profesional en guardería.

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Introduction: adaptation to the day care center needs to be analyzed from the perspective of health as a key element for the protection of a healthy childhood. Objectives:to describe the intervening factors in the process of adaptation of children to the day care center and to analyze the health demands in this process. Methods:this is a descriptive qualitative research conducted in a municipal day care center in Rio de Janeiro/RJ, Brazil, with seven early childhood education professionals, through semi-structured interviews. Data were submitted to thematic analysis. Results: the findings showed that family, environment, reception, attendance at the day care center and food are factors that interfere with the adaptation of the child to the day care center. There are demands on child and family health for which it would be important to have the participation of health professionals, including nurses. However, the understanding of health is still linked to the biomedical model of the health-disease process. Conclusions:adaptation in the day care center is influenced by multidimensional factors that include interpersonal relationships established in this environment. The actions of nurses in day carecenters still need to gain strength and political and social visibility.

Introdução: a adaptação na creche precisa ser analisada sob a ótica da saúde como um elemento-chave para a proteção de uma infância saudável. Objetivos: descrever os fatores intervenientes no processo de adaptação da criança na creche e analisar as demandas em saúde nesse processo. Métodos: pesquisa descritiva, de abordagem qualitativa, realizada em uma creche municipal do Rio de Janeiro/RJ, Brasil, com sete profissionais de educação infantil, por meio de entrevista semiestruturada. Os dados foram submetidos à análise temática. Resultados: os achados apontaram que família, ambiente, acolhimento, frequência na creche e alimentação são fatores que interferem na adaptação da criança na creche. Há demandas em saúde da criança e da família para as quais seria importante ter a participação de um profissional de saúde, incluindo o enfermeiro. Contudo, a compreensão de saúde ainda é vinculada ao modelo biomédico do processo saúde-doença. Conclusões: a adaptação na creche é influenciada por fatores multidimensionais que incluem as relações interpessoais estabelecidas nesse ambiente. A atuação do enfermeiro na creche ainda precisa ganhar força e visibilidade política e social.

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Resumen (analítico) Este estudio piloto tuvo por objetivo conocer los vínculos de apego en niños y niñas que asisten a salas cuna. Se aplicó la Escala de apego durante estrés (ADS) a 25 díadas madre-infante (cuyos niños y niñas tenían entre 10 y 14 meses de edad), que asistían a salas cuna en la ciudad de Punta Arenas. La muestra fue no probabilística intencional, mientras que el diseño no experimental, transversal, descriptivo. Los resultados indican que la distribución de los tipos de apego es similar al patrón universal; sin embargo, una prolongada estadía en salas cuna se asocia a un mayor riesgo de apego inseguro aun cuando los efectos de la edad de ingreso son controlados. Se discuten los alcances e implicancias para futuras investigaciones.

Abstract (analytical) This pilot study had the objective of determining the distribution of attachment among children who experience early entry to daycare centers. The Attachment During Stress scale was implemented with 25 baby-mother dyads whose children were aged between 10 and 14 months old and were attending daycare centers in the city of Punta Arenas. The study used a deliberate non-probabilistic sample and it is a non-experimental, descriptive study. The results show that the distribution of attachment was similar to the universal pattern. However, a long period of time attending a daycare center is associated with a higher risk of insecure attachment even the effects of early entry are controlled. Implications and possibilities for future studies are also discussed.

Resumo (analítico) Este estudo piloto teve com objetivo conhecer os vínculos de apego em crianças que frequentam creches. Foi aplicada a Escala de Apego durante Stress (ADS) a 25 duplas materno - infante, cujas crianças estavam na faixa etária entre 10 a 14 meses de idade que frequentavam creches na cidade de Punta Arenas. A amostra foi não probabilística intencional e o desenvolvimento não experimental, transversal, descritivo. Os resultados indicam que a distribuição dos tipos de apego são similares ao padrão universal; contudo, a permanência prolongada em creches pode estar associada a um risco maior de apego inseguro mesmo quando os efeitos da idade de ingresso na creche são controlados. São discutidos os alcances e implicâncias para pesquisas futuras.

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Abstract Mentalizing capacity refers to people's ability to interpret their own and other's behavior in terms of mental states. This can be accomplished through implicit mentalizing, which tends to be employed by people most of the time, tends to be procedural and generally requires minimal attention and reflection. This study sought to assess the implicit mentalizing of nursery teachers that work with babies between four and eighteen months of age in Early Childhood Education schools. Four nursery teachers participated in the study. The following instruments were employed: Sociodemographic and Professional Data Questionnaire and video recordings of observation sessions - analized through the indicators teachers' response in the babies' actions; and references to mental states in the teachers' vocalizations. The results indicated that two of the participants stood out positively, while the other two exhibited greater difficulties. These results are discussed, along with factors that potentially interfere with mentalizing capacity. The study points out the importance of future research on the subject, focused on developing instruments and planning interventions aimed at improving mentalizing capacity so as to promote mental health.

Resumo Capacidade de mentalização refere-se à possibilidade de um indivíduo entender seus comportamentos e os dos outros em termos de estados mentais, o que pode ser feito a partir de sua capacidade de mentalização implícita. Esta tende a ser empregada pelo sujeito na maior parte do tempo, a ser procedural e a demandar pouca atenção e reflexão. Este estudo objetivou avaliar a capacidade de mentalização implícita de educadores de berçário que atuam com bebês, entre quatro a dezoito meses de idade, em escolas de Educação Infantil. Participaram quatro educadoras. Empregaram-se os instrumentos: Ficha de Dados Sociodemográficos e Profissionais e filmagem das observações - analisada através dos indicadores respostas das educadoras frente às ações dos bebês e referências a estados mentais no discurso. Os resultados sugerem que duas participantes destacaram-se positivamente e as demais apresentaram dificuldades nesses dois indicadores. Discutem-se tais resultados e possíveis fatores intervenientes na capacidade de mentalização. Aponta-se a importância de novos estudos sobre a temática para a construção de instrumentos e planejamento de intervenções que almejem aprimorar a capacidade de mentalização para promover saúde mental.

Resumen La capacidad de mentalización se refiere a la posibilidad de un individuo entender sus comportamientos y los de otros en términos de estados mentales, lo que puede hacerse a partir de su capacidad de mentalización implícita. Esta tiende a ser empleada por el sujeto en la mayor parte del tiempo, a ser procedural ya demandar poca atención y reflexión. Este estudio objetivó evaluar la capacidad de mentalización implícita de educadores de guarderías infantiles que actúan con bebés, entre cuatro a dieciocho meses de edad, en escuelas de Educación Infantil. Participaron cuatro educadoras. Se emplearon los instrumentos: Ficha de Datos Sociodemográficos y Profesionales y filmación de las observaciones - analizada a través de los indicadores respuestas de las educadoras frente a las acciones de los bebés y referencias a estados mentales en el discurso. Los resultados sugieren que dos participantes se destacaron positivamente y los demás presentaron dificultades en estos dos indicadores. Se discuten tales resultados y posibles factores intervinientes en la capacidad de mentalización. Se apunta la importancia de nuevos estudios sobre la temática para la construcción de instrumentos y planificación de intervenciones que anhelan mejorar la capacidad de mentalización para promover salud mental.