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The aim of the current study was to assess the influence of maternal weight gain in different clinical gestational conditions on the child's weight at pre-school age. This was a longitudinal observational study of a prospective and controlled multiple cohort of 372 mother-child pairs with four causal groups of different adverse intrauterine environments (smoking, diabetic, hypertensive and intrauterine growth-restricted pregnant women) and a control group, in the period of, from 2011 to 2016 in three hospitals in Porto Alegre (Brazil). Sociodemographic, prenatal and perinatal data were analysed. Gestational weight gain (GWG) was categorised as 'insufficient', 'adequate' and 'excessive'. The generalised estimation equations (GEE) model was used to assess changes in the z-score of the child's body mass index from birth to pre-school age according to the GWG and gestational group. The child's GWG and weight gain were adjusted for maternal age and education, marital status, family income, pregnancy planning, number of children, prepregnancy BMI, prenatal consultations and type of delivery. A triple interaction effect was observed involving the gestational group, weight gain and study time (p = 0.020) through an adjusted model. Maternal weight gain above the recommended is associated with a significant increase in the child's z - BMI score over time, except for children from pregnant smokers. Children from diabetic mothers , hypertensive mothers and the control group who had a weight gain above that recommended during pregnancy changed their nutritional status from eutrophic to overweight, becoming obese in the DM and hypertension groups and overweight in control. Monitoring of the GWG, especially in the presence of hypertensive diseases and DM, should be effective to prevent children from developing overweight or obesity in pre-school age with an important impact on health conditions in the future.

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PURPOSE: To describe adherence to sustainable healthy diets among a sample of 958 Chilean pre-schoolers (3-6 years) and explore associations between adherence and child and maternal sociodemographic and anthropometric characteristics. METHODS: Children's adherence to sustainable healthy diets was calculated from single multiple-pass 24-h dietary recalls using the Planetary Health Diet Index for children and adolescents (PHDI-C). Higher PHDI-C scores (max score = 150 points) represent greater adherence. Adjusted linear regression models were fitted to explore associations between PHDI-C scores and child and maternal characteristics. RESULTS: Children obtained low total PHDI-C scores (median 50.0 [IQR 39.5-59.8] points). This resulted from low consumption of nuts & peanuts, legumes, vegetables, whole cereals, and vegetable oils; a lack of balance between dark green and red & orange vegetables, inadequate consumption of tubers & potatoes and eggs & white meats, and excess consumption of dairy products, palm oil, red meats, and added sugars. Mean PHDI-C total score was significantly higher (50.6 [95%CI 49.6, 51.7] vs 47.3 [95%CI 45.0, 49.5]) among children whose mothers were ≥ 25 years compared to those with younger mothers. Positive associations were observed between scores for fruits and maternal education, vegetables and maternal age, added sugars and child weight status, while negative associations were observed between fruits and child age, and vegetable oils and maternal education. Scores for dairy products PHDI-C component were lower among girls. CONCLUSION: Adherence to sustainable healthy diets was low among this sample of Chilean children and was significantly associated with maternal age, being lower among children whose mothers were younger.

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O desenvolvimento infantil é um campo de estudo complexo e deve ser analisado de maneira integrada, considerando os contextos nos quais a criança está in-serida. A frequência a instituições de educação infantil (iei) é indicada pela literatura internacional como um facilitador dos domínios do desenvolvimento, contudo, não há consenso nos dados brasileiros já apresentados. Pontua-se que outras variáveis do ambiente doméstico, como dispor de brinquedos e materiais variados e o tempo de interação com a mãe, possam influenciar nes-sa relação. O objetivo do estudo é comparar crianças que frequentam ou não iei em relação aos domínios do desenvolvimento, considerando grupo etário, tipo de escola e variáveis do ambiente doméstico. Participa-ram 1.843 mães de crianças de quatro a 72 meses, que responderam a um questionário sociodemográfico e ao Inventário Dimensional de Avaliação do Desenvolvi-mento Infantil. Os resultados apontaram que crianças que não frequentam iei apresentaram melhores médias nos domínios Motricidade Ampla e Linguagem Recepti-va em faixas etárias específicas. Dispor de brinquedos e materiais variados e o tempo que a mãe empregava para brincadeiras com a criança demonstraram um impacto positivo em diferentes domínios do desenvolvimento, no entanto, não houve interação com a frequência à iei. Verificou-se que quanto mais horas a mãe dispõe para brincadeiras durante a semana, melhores são as médias alcançadas em diferentes domínios do desenvolvimento de crianças de iei públicas e privadas. Discute-se o papel da educação infantil no desenvolvimento integral da criança, especialmente sobre a qualidade das iei e a necessidade de práticas baseadas em evidências.

El desarrollo infantil es un campo de estudio complejo y debe ser analizado de forma integrada, consideran-do los contextos del niño. La literatura internacional señala a la asistencia a las instituciones de educación infantil (iei) como un facilitador de los dominios del desarrollo, pero, no hay consenso en los datos brasileños. Otras variables del ambiente doméstico, como tener juguetes y materiales diferentes, y el tiempo de interacción con la madre, podrían influir en esta relación. El objetivo del estudio es comparar a los niños que asisten o no a una iei en relación a los dominios de desarrollo, considerando grupo etario, tipo de es-cuela y variables del ambiente del hogar. Participaron 1.843 madres de niños de cuatro a 72 meses, quienes respondieron un cuestionario sociodemográfico y el Inventario Dimensional para la Evaluación del Desarrollo Infantil. Los niños que no asisten a una iei tienen mejores promedios en los dominios Motricidad Gruesa y Lenguaje Receptivo en grupos de edad específicos. Tener diferentes juguetes y materiales, y el tiempo que la madre dedicaba a jugar con el niño demostró un impacto positivo en diferentes dominios, pero, no hubo interacción con la asistencia a una iei. Mientras más horas tiene la madre para jugar durante la semana, mejores son los promedios en los diferentes dominios de desarrollo de los niños con iei pública y privada. Se discute el papel de la educación inicial en el desarrollo integral, especialmente la calidad de la iei y la necesidad de prácticas basadas en evidencias.

Child development is a complex field that should be ana-lyzed comprehensively, considering children's contexts. The international literature indicates attendance to child daycare institutions (cdi) as a facilitator for child development. However, there is no consensus regarding Brazilian data. Other variables of the child's domestic environment, such as having various toys and materials and the time of interaction with the mother, may influence this relationship. This study aimed to compare children attending or not attending cdi regarding developmental domains and considering age group, type of school, and do-mestic environment variables. A total of 1.843 mothers of children aged zero to 72 months participated, answer-ing a sociodemographic questionnaire and the In-ventário Dimensional de Avaliação do Desenvolvimento Infantil (idadi). The results showed that children who did not attend cdi had better averages in Gross Motor Skills and Receptive Language domains in specific age groups. Having a variety of toys and materials and the time the mother spends playing with the child had a positive impact on different developmental domains; however, there was no interaction with attending cdi. It was found that the more hours the mother played with the child during the week, the better the averages achieved in different domains of development for chil-dren attending public or private cdi. The role of early childhood education in integral child development is discussed, especially the quality of cdi and the need for evidence-based practices.

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Fundamento: La teoría de Luria permite analizar el desarrollo psicológico después de una lesión cerebral, tanto en adultos como en niños. Objetivo: Analizar el contenido de un grupo de artículos donde se haya realizado la evaluación del niño preescolar desde la teoría de Luria para relacionarla con los fundamentos de la educación de la primera infancia. Desarrollo: La selección de los artículos se realizó considerando: (1) el tema, (2) una ecuación para seleccionar los artículos en las diferentes bases de datos, (3) publicados desde 2015 hasta el 2022, (4) provenientes de ocho bases de datos. La experiencia de Luria y sus seguidores le ha permitido trabajar con los factores neuropsicológicos como indicadores para valorar las alteraciones neurológicas del hombre, aunque la revisión de los artículos permitió concluir que los aportes de Luria tienen relación con los objetivos de la educación de la primera infancia: una evaluación con un enfoque integral. Desde esta perspectiva, los autores del artículo proponen cinco ejecuciones para analizar el desarrollo integral del niño preescolar. Conclusiones: La teoría de Luria puede emplearse en la educación de la primera infancia para realizar la evaluación del niño preescolar con un enfoque integral.

Background: Luria's theory allows analyzing psychological development after brain injury, both in adults and children. Objective: To analyze the content of a set of articles where the evaluation of pre-school children has been done from Luria's theory in order to relate it to the basics of early pre-school education. Development: The selection of articles considered: (1) the topic, (2) an equation to select the articles in dissimilar databases, (3) published from 2015 to 2022, (4) coming from eight databases. The experience of Luria so followers has allowed to work with neuropsychological factors as the indicators to assess neurological alterations in man, although the articles review has led to the conclusion that Luria's contributions are related to the objectives of early pre-school education: an assessment with a comprehensive approach. From this perspective, the authors of the article propose five implementations to analyze the integral development of the pre-school child. Conclusions: Luria's theory can be employed in early pre-school education to assess the pre-school child with a comprehensive approach.

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BACKGROUND: Previous studies found high prevalence of inadequate intakes of vitamins E, D and K, calcium and potassium among Brazilian pre-school children, with suboptimal consumption of dairy products. Dietary modelling was applied to determine the theoretical impact of improving dairy products consumption on nutrient adequacy in 4-5-year-old Brazilian children. METHODS: Adherence to the dairy recommendation of two servings/day was calculated using data from the Brazil Kids Nutrition and Health Study (KNHS) (n = 228). Two modelling scenarios were applied to test the impact on nutrient intakes of (1) adding one or two servings of a frequently consumed cow's milk or a widely available fortified alternative: pre-school children milk (PCM), and of (2) substituting the current milk consumed by PCM. Mean nutrient intakes and percentage of children adhering to the nutrient recommendations were determined at baseline and after applying modelling scenarios. RESULTS: Seventy-six percent (n = 174) of children did not meet the recommended daily two servings of dairy products, 56% had less than one serving of dairy products on the day of recall. The mean consumption of whole milk (fortified and unfortified) was 147 g/d, yoghurt 114 g/d and cheese 34 g/d. The addition of one serving of cow's milk demonstrated a 17% reduction in calcium inadequacy, 18% reduction in vitamin A and 3% reduction in zinc inadequacy. Adding one serving of PCM further reduced calcium inadequacy from 87 to 41%, vitamin E from 81 to 37%, and zinc inadequacy by 10%. Replacing the child's current milk with a PCM resulted in further reduction of micronutrient inadequacies, including calcium, vitamin D and vitamin E. CONCLUSIONS: Dairy products consumption in pre-school children should be encouraged to reduce nutrient inadequacies. In particular, consumption of PCM would help to reduce calcium, vitamin D and vitamin E inadequacy, nutrients of concern in this population.

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In Western societies, death is a social and educational taboo. Poor education about death and mourning processes and overprotective family and social attitudes move children away from death to avoid "unnecessary suffering." The COVID-19 outbreak highlighted these shortcomings and the difficult management of grief's complexity under sudden and unexpected scenarios. The need for immediate and constant updates related to COVID-19 benefited from social media coverage's immediacy. The use of YouTube as a digital platform to disseminate/search for knowledge exploded, raising the need to conduct ethnographic studies to describe this community's people and culture and improve the booming social media's educational capacity and quality. The present virtual ethnography studied 255,862 YouTube views/users and their behavior related to "Vuela Mariposa, Vuela," a children's story available online since 2009 (not monetized) about the cycle of life, death, and disenfranchised grief (not acknowledged by society) that went viral (+>999%) on May. To our knowledge, this case study is the first original research that explores the ethnography of (i) a viral video, (ii) on death and grief taboo topics, (iii) for prescholars, and (iv) before and during the COVID pandemic. The quantitative and qualitative analyses identified a change in the users' profiles, engagement, and feedback. During the previous 11 years, the users were 35-44 years old Mexican and Spanish women. Those in grief used narrative comments to explain their vital crisis and express their sorrow. In the pandemic, the analysis pointed to Ecuador as the virality geographical niche in a moment when the tragic scenarios in its streets were yet unknown. The timeline match with the official records confirmed the severity of their pandemic scenario. The viral video reached a broad population, with normal distribution for age, and including male gender. Engagement by non-subscribers, direct search (traffic sources), and mean visualization times suggested educational purposes as confirmed by the users' feedback with critical thinking referring to the cycle of life's meaning and societal mourning. For the youngest users, the video was part of academic assignments. The ethnography pointed at YouTube as a flexible education resource, immediately reaching diverse users, and being highly sensitive to critical events.

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The negative effects of fetal alcohol exposure on child development are well documented. This study investigated the electrophysiological processing of cortical level acoustic signals in a group of 21 children prenatally exposed to alcohol. Participants aged 13-14 years at the time of the study were recruited from a longitudinal cohort sample. The study employed an observational, cross-sectional blind design and participants were divided into two groups: with and without fetal exposure to alcohol. Neurophysiological measures recorded N1, P2, N2, P3, P3a, and P3b components using the Oddball paradigm. Our results showed that the mothers' sociodemographic conditions at the time of birth, as well as the children's birth weights were homogeneous between the groups, though the Apgar score was lower in the exposed group (EG). The neurophysiological components that showed different results in the groups were P2 and P3a. P2 amplitude was higher in the midline central electrode (Cz) compared to the midline parietal electrode (Pz), demonstrating a group interaction for exposed children. For P3a there was an interaction of group and electrode position, and the EG showed higher amplitudes in Cz compared to the unEG. However, the Apgar score did not influence these results. In conclusion, children who had fetal exposure to alcohol presented electrophysiological recordings distinct from the control group. These differences occurred both in the P2 component - which reflects a bottom-up mechanism of auditory processing - as well as the P3a component, which may reflect the participation of supra-modal hearing mechanisms.

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BACKGROUND: Maternal mental problems can interfere with the overall health and care of the child; some oral health studies have been trying to elucidate whether there is a relationship between maternal common mental disorders (CMD) and children's oral health status. AIM: The aim was to investigate the influence of mothers that present CMD symptoms on their child's dental caries status. DESIGN: This cross-sectional study was carried out in Pelotas with 530 mother/child (aged 2-5 years old) dyads recruited from an epidemiological survey in August 2015 during the national vaccination campaign. A questionnaire was used to determine mother's CMD symptoms using the Self-Reporting Questionnaire (SRQ-20) and socioeconomic/demographic variables which were used for adjustment. Dental caries examination was performed. The outcome was obtained using the dmfs (decayed, missing, filled surfaces) index, based on OMS guidelines. Poisson regression with robust variance was used to estimate the risk ratio and 95% confidence interval (CI). RESULTS: Maternal CMD was positively associated with dental caries prevalence in children; the adjusted relative risk for every 1 SRQ-20 score increase was 1.06 (95% CI 1.00-1.12). CONCLUSIONS: Our findings suggest that maternal mental health can impair children's oral health in relation to dental caries.

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A Educação Alimentar e Nutricional (EAN) incentiva a promoção de hábitos alimentares saudáveis desde os primeiros anos de vida, peça fundamental em programas para prevenção e controle da obesidade infantil. Neste contexto, além da família, a escola é o ambiente ideal, pois é um local propício para a aprendizagem, onde as crianças passam a maior parte do seu tempo e fazem suas refeições. O objetivo foi implantar o Programa "Crescer Saudável na Escola", através de metodologias problematizadoras utilizando o Arco de Charles Maguerez (ACM), para pré-escolares numa escola de educação infantil (SP/SP). O desenho do estudo é longitudinal de natureza quali-quantitativa. A amostra foi composta por 151 crianças, 4-6 anos, após consentimento dos pais, durante 2018-2019. As etapas do ACM compreendem observação da realidade, identificação dos pontos chave, teorização, formulação de hipóteses e aplicação na realidade. Desta forma, foram aplicadas 39 atividades de EAN e oferecidas uma porção de fruta, semanalmente; e enviadas mensagens educativas para os pais sobre alimentação saudável, quinzenalmente. Como resultados, as crianças participaram com muito entusiasmo e interesse, e aceitaram muito bem as frutas. Embora exista limitação em mensurar os resultados relacionados ao consumo alimentar, por serem percebidos a longo prazo, as crianças se mostraram muito interessadas e dispostas a replicar os conhecimentos aprendidos, demonstrando que este Programa possui aplicabilidade prática, podendo ser repetido em outras escolas. Para tanto, é necessário recursos permanentes e metodologias contínuas que abordem a conscientização da comunidade escolar, o planejamento e o consumo regular de alimentos saudáveis pelos alunos.

Food and Nutrition Education (FNE) promotes healthy eating habits starting from the first years of life, which is a fundamental part in programs for the prevention and control of childhood obesity. In this context, in addition to the family, the school is an ideal environment, as it is a conducive place for learning, and where children spend most of their time, as well as eat their meals. The objective of this study was to implement the "Grow Healthy at School" Program through problematization methodologies using the Charles Maguerez Arch (CMA), for preschoolers in a school for early childhood education (SP/SP). The study design is longitudinal in nature, qualitative, and quantitative. The sample consisted of 151 children, 4-6 years old, after parental consent, during 2018-2019. The steps of the CMA comprise observation of reality, identification of key points, theorization, formulation of hypotheses, and application in reality. Therefore, 39 FNE activities were applied, and a portion of fruit was offered weekly while educational messages were sent to parents about healthy eating, biweekly. As a result, the children participated with great enthusiasm and interest, and accepted the fruits very well. Although, there is a limitation in measuring the results related to food consumption, as they are perceived in the long term, the children were very interested and willing to replicate the knowledge learned, demonstrating that this Program has practical applicability and can be repeated in other schools. Thus, permanent resources and continuous methodologies are needed that address the awareness of the school community, as well as the planning and the regular consumption of healthy foods by students.

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Introduction: Saliva is the most important biological factor to protect against dental caries. When saliva flow is reduced, oral health problems such as dental caries and oral infections can develop. It was suggested that the effect of low salivary pH is more in plaque close to the area of susceptible tooth surface. The presence of saliva in pre-school age children is a significant indicator in oral health assessment oral health. There has been an association between salivary cortisol and socioeconomic variable. Descriptions above have encouraged us to examine the salivary pH, feature, and volume of pre-school-aged community. Thus, this study was aimed to describe the differences in salivary pH, feature, and volume of the children in the three pre-school with different location and socioeconomics aspect. Methods: Descriptive survey, with a population of pre-school students in 3 different kindergartens with different socioeconomic environment. Inclusion criteria were the pre-school-aged community and got permission from parents. Exclusion criteria were a pre-school-aged community under medication treatment causes hyposalivation or hypersalivation and children who did not want to be involved in the study, with total sampling as the sampling technique, resulted in as much a 101 respondents as the study sample. The saliva was collected with unstimulated technique. Data analysis was performed using relative frequency distribution. Results: The salivary pH was slightly higher in male children than female by 0.1. The average pH value was 7.25. The salivary feature was mostly frothy bubbly, followed by thin and watery, and the sticky bubbly feature was found the least. The salivary volume of the pre-school-aged community was mostly in the very less category, followed by the less category, with no normal category was found. the p-values of salivary pH and salivary features were below 0.05 There are no significant differences between the salivary pH and salivary feature of children from the three studied kindergartens. However, there is a significant difference in the salivary volume found in children from kindergartens located in high socioeconomic standard and middle socioeconomic standard areas, which have a higher salivary volume than the children from kindergartens situated in areas with lower socioeconomic standard. Conclusion: since the reduced salivary volume was associated to children with lower socioeconomic standard, this association can justify the higher risk for caries described in the literature (AU)

Introdução: A saliva é o fator biológico mais importante na proteção contra a cárie dentária. Quando o fluxo salivar é reduzido, podem ocorrer problemas na saúde bucal, como cáries e infecções orais. Foi sugerido que o efeito do baixo pH salivar é aumentado na placa, próxima à área de superfície dentária suscetível. A presença de saliva em crianças em idade pré-escolar é um indicador significativo na avaliação da saúde bucal. Houve associação entre cortisol salivar e variáveis socioeconômicas. As descrições acima nos encorajaram a examinar o pH salivar, características e volume da comunidade em idade pré-escolar. Assim, este estudo teve como objetivo descrever as diferenças de pH, característica e volume salivar das crianças de três pré-escolas com localização e aspectos socioeconômicos distintos. Material e Métodos: Pesquisa descritiva, com população de estudantes da pré-escola de três diferentes jardins de infância com diferentes ambientes socioeconômicos. Os critérios de inclusão foram comunidade em idade pré-escolar e permissão dos pais. Os critérios de exclusão foram comunidade em idade pré-escolar sob tratamento medicamentoso que causa hipossalivação ou hipersalivação e também crianças que não quiseram se envolver no estudo, com amostragem total resultando em 101 entrevistados como a amostra do estudo. A saliva foi coletada com a técnica não estimulada. A análise dos dados foi realizada usando distribuição de frequência relativa. Resultados: O pH salivar foi ligeiramente superior nas crianças do sexo masculino do que no feminino em 0,1. O valor médio do pH foi de 7,25. O aspecto salivar era principalmente espumoso com bolhas, seguido de aspecto tênue e aguado, e o aspecto pegajoso e espumante foi o menos encontrado. O volume salivar dos estudantes em idade pré-escolar encontrava-se majoritariamente na categoria inferior a todas, seguida da categoria menos, não sendo encontrada nenhuma categoria normal, onde os valores de p do pH salivar e características salivares estavam abaixo de 0,05. Não há diferenças significativas entre o pH salivar e a característica salivar das crianças dos três diferentes jardins de infância estudados. No entanto, existe uma diferença significativa no volume salivar encontrado em crianças de creches localizadas em áreas de médio e alto padrão socioeconômico, que apresentaram maior volume salivar do que as crianças de creches situadas em áreas de menor padrão socioeconômico. Conclusão: O volume salivar reduzido esteve associado a crianças com menor padrão socioeconômico, logo essa associação pode justificar o maior risco de cárie descrito na literatura. (AU)

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Children of Hispanic origin bear a high risk of obesity. Child weight gain trajectories are influenced by the family environment, including parent feeding practices. Excessive body fat can result in unhealthful metabolic and lipid profiles and increased risk of metabolic diseases. The objective was to estimate criterion validity of an obesity risk assessment tool targeting Spanish-speaking families of Mexican origin using anthropometric measures and blood values of their young children. A cross-sectional study design with five data collection sessions was conducted over an eight-week period and involved 206 parent/child dyads recruited at Head Start and the Special Supplemental Nutrition Program for Women, Infants and Children in Northern California. Main outcome measures were criterion validity of Niños Sanos, a pediatric obesity risk assessment tool, using anthropometric measures and blood biomarkers. Niños Sanos scores were inversely related to child BMI-for-age percentiles (p = 0.02), waist-for-height ratios (p = 0.05) and inversely related to blood biomarkers for the metabolic index (p = 0.03) and lipid index (p = 0.05) and positively related to anti-inflammatory index (p = 0.047). Overall, children with higher Niños Sanos scores had more healthful lipid, metabolic and inflammatory profiles, as well as lower BMI-for-age percentiles and waist-to height ratios, providing evidence for the criterion validity of the tool. Niños Sanos can be used by child obesity researchers, by counselors and medical professionals during clinic visits as a screening tool and by educators as a tool to set goals for behavior change.

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Introducción: Existen pocos estudios sobre alteraciones cognitivas en niños realizados en las provincias centrales cubanas. Objetivo: Determinar la prevalencia de niños preescolares con alteraciones cognitivas. Métodos: De un universo de 25 600 niños de la provincia de Cienfuegos entre 0-6 años, se seleccionaron 825 niños preescolares entre 4 y 6 años de varias instituciones educativas y médicas. Todos se evaluaron con la prueba neuropsicológica Luria Inicial. Se usó la norma cubana de la prueba para obtener la prevalencia: percentiles 30 - 35, niños con trastornos del neurodesarrollo, y percentiles 40 - 45, niños con alteraciones cognitivas asociadas a factores psicosociales. Resultados: El 3,9 por ciento de los niños presentaron alteración cognitiva asociada a factores psicosociales, mientras que 1,4 por ciento presentaron alteraciones asociada a trastornos del neurodesarrollo. Las principales alteraciones se resumieron en cuatro tareas: cálculos sencillos, psicomotricidad, lenguaje y memoria de trabajo. En las instituciones educativas, 1 de 10 niños presentaron trastorno del neurodesarrollo, mientras que 3 de 10 niños presentaron alteraciones explicadas por causas educativas. En las instituciones médicas, el 58,0 por ciento de los niños presentó alteraciones explicadas también por causas educativas. Conclusiones: En la provincia de Cienfuegos la prevalencia de niños preescolares con alteraciones cognitivas es moderadamente alta. En especial, las alteraciones se encuentran en las funciones ejecutivas, lingüísticas y en las habilidades relacionadas con el procesamiento numérico. En las instituciones médicas, el niño con alteraciones en las funciones ejecutivas y lingüísticas es frecuente, mientras que en las instituciones educativas prevalecen las alteraciones en las funciones ejecutivas y en el procesamiento numérico(AU)

Introduction: There are few studies on cognitive alterations in children that have been carried out in the Cuban provinces of the central region. Objective: To determine the prevalence of pre-school children with cognitive alterations. Methods: From a group sample of 25 600 children from 0 to 6 years old of Cienfuegos province, there were selected 825 pre-school children in the ages from 4 to 6 years from different educational and health institutions. All the children were evaluated with the Luria Incial neuropsychological test. It was used the Cuban standard of the test to obtain the prevalence data: percentiles 30 - 35, children with neurodevelopmental disorders, and percentiles 40 - 45, children with cognitive alterations related to psychosocial factors. Results: The 3.9 percent of the children presented cognitive alterations related to psychosocial factors, while the 1.4 percent presented alterations related to neurodevelopmental disorders. The main alterations were comprised in 4 tasks: simple calculations, psychomotricity, language and working memory. In the educational institutions, 1 of 10 children presented a neurodevelopmental disorder, while 3 of 10 children presented alterations due to educative causes. In the health institutions, 58,0 percent of the children presented alterations due to educative causes. Conclusions: In Cienfuegos province, the prevalence of pre-school children with cognitive alterations is moderately high. The alterations are specially found in the executive and linguistic functions and in the abilities related with the numbers processing. In the health institutions, it is common to have children with alterations in the executive and linguistic functions, while in the educative institutions prevail the alterations in the executive functions and the numbers processing(AU)

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Abstract Objectives: the purpose of this study was to evaluate the predictors of low perceptual-motor skills in children at preschool age. Methods: this is a cross-sectional study nested in a birth cohort involving mother-child pairs. The children's perceptual-motor skills were assessed individually in their homes when they were 4-5 years old using the Pre-Literacy Skills and Knowledge Test (THCP®), a vali-dated Brazilian instrument. Logistic regression analysis was used to estimate the association between cognitive perceptual-motor skills and potential maternal and child risk factors. Results: of the 199 children included in the study, 53.8% were boys, 90.8% attended school, and 91.1% were enrolled in a public school. Among the children, 114 (57.3%), 41 (20.6%) and 44 (22.1%) had low, moderate and high perceptual-motor skills, respectively. Multivariate logistic regression analysis revealed greater odds of children at preschool age having low perceptual motor skills for boys (OR=2.10; CI95%= 1.14-3.88), children who did not attend school (OR=4.61; CI95%= 1.21-17.49), and those with a household income <5 minimum wages (MW) (OR=4.28; CI95%= 1.49-12.26). Conclusions: our study showed that male gender, not attending school and a monthly household income <5 MW were predictors of low perceptual-motor skills in children at 4-5 years of age.

Resumo Objetivos: avaliar os preditores da baixa habilidade percepto-motora em crianças em idade pré-escolar. Métodos: trata-se de um estudo transversal aninhado a uma coorte de nascimentos envol-vendo pares de mães-crianças. A habilidade percepto-motora das crianças foi avaliada indi-vidualmente em suas residências quando completaram 4-5 anos de idade, utilizando-se o Teste de Habilidades e Conhecimento Pré-Alfabetização (THCP®), um instrumento brasileiro validado. Análise de regressão logística foi utilizada para estimar a associação entre a baixa habilidade percepto-motora das crianças e potenciais fatores de risco materno-infantil. Resultados: das 199 crianças incluídas no estudo, 53,8% eram meninos, 90,8% frequen-tavam a escola, e 91,1% estudavam em escola pública. Entre as crianças, 114 (57,3%), 41 (20,6%) e 44 (22,1%) revelaram baixa, moderada e elevada habilidade percepto-motora, respectivamente. A análise de regressão logística ajustada revelou maior chance de crianças em idade pré-escolar apresentar baixa habilidade percepto-motora quando em meninos (OR=2,10; IC95%=1,14-3,88), crianças que não frequentavam a escola (OR=4,61; IC95%=1,21-17,49), e possuíam renda familiar <5 salários mínimos (SM) (OR=4,28; IC95%=1,49-12,26). Conclusões: nosso estudo revelou que sexo masculino, renda familiar <5 SM, e não frequentar a escola foram preditores significativos da baixa habilidade percepto-motora em crianças de 4-5 anos de idade.

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Resumen Este trabajo presenta los resultados del estudio sobre habilidades mentalistas en niños preescolares argentinos. Su interés reside en la importancia que revisten los logros conceptuales en el desarrollo de la Teoría de la Mente y el método adecuado para medirlos, dada la escasez de estudios sobre el tema en el ámbito local. Con un diseño descriptivo transeccional se examinaron 105 niños (4 a 6 años de edad) con la Escala de Teoría de la Mente de Wellman y Liu (2004), compuesta por 7 tareas diferenciadas, adaptada al español rioplatense. Entre los resultados de este estudio se destaca que, al igual que los hallazgos reportados por los autores de la escala, los porcentajes de respuestas correctas aumentan con la edad cronológica y disminuyen de acuerdo a la complejidad de la tarea. La secuencia y la dificultad creciente de las tareas son consistentes, aunque tal como lo proponen Wellman y Liu es necesario limitar las siete tareas originalmente propuestas a cinco, para ajustarse a los requerimientos de un escalograma. Los porcentajes de respuestas correctas hallados son menores a los encontrados en la investigación original teniendo en cuenta, además, que no se incluyeron niños de 3 años. La escala resulta un instrumento adecuado en la medida que proporciona evidencia empírica de la complejidad de las habilidades involucradas, así como de su progresión, imposibles de ser aprehendidas a través de una tarea única, tal como sucede en las evaluaciones que incluyen solo tareas de falsa creencia.

Abstract This work introduces the results obtained in the study of mentalizing skills in pre-school Argentine children. Interest in this lies on the importance of conceptual achievements marking the normal development of the Theory of Mind (TM) and the appropriate way to measure them, and on the lack of studies on the subject in the region. The TM is understood as the capacity to infer emotions, beliefs and desires, and to use such inferences to predict and explain one's behavior as well as that of others. This theory has been studied thoroughly for the past 40 years due to its implications for communicative competence and social interaction, given that if a child fails to understand the relations between behavior and mental states, he or she will have difficulties understanding social situations in everyday life. Its assessment has changed based on how this theory has been conceptualized in connection with its birth and development. The initial conception, which considered it as a single capacity acquired once and for all, was replaced by a more gradualist approach. This enabled the enlargement of the notion of TM to a series of increasingly elaborate and flexible conceptual acquisitions formed throughout a child's psychological development. Based on the hypothesis that a series of mentalist achievements following a predictable sequence occur during a child's normal development, Wellman and Liu (2004) designed a scale which operationalizes the TM. The instrument, which was to be used with pre-school children, consisted of 7 tasks which examine various skills: 1. Diverse desires, 2. Diverse beliefs, 3. Knowledge access, 4. Contents false belief, 5. Explicit false belief, 6. Belief-emotion and 7. Real-aparent emotion. The aim of this paper is to present the results obtained with Wellman and Liu's TM Scale in pre-school children living in the city of La Plata, Province of Buenos Aires (Argentina), and to compare them against the results obtained by the authors. With a cross-sectional descriptive design, 105 children aged between 4 and 6 were tested using the TM Scale adapted to Rioplatense (River Plate) Spanish. Wechsler Preschool and Primary Scale of Intelligence (WPPSI III) was also used in order to check intellectual level and exclude the protocols of the children who scored below 70 in the Total IQ. Among the results of this study, as well as the findings reported by the authors of the scale, it is noteworthy that the percentage of right answers increases with chronological age and decreases in relation to task complexity. The sequence and the increasing difficulty of the tasks are consistent, however, as proposed by Wellman & Liu, it is necessary to limit the original 7 tasks to 5, to conform with the requirements of a scalogram within the ages taken into consideration. The percentages of correct answers found in this study are lower than those found in the original investigation, taking into account, in addition, that 3 years old children were not included. The scale constitutes an adequate instrument in that it provides empirical proof of the complexity of the skills involved as well as of their progression, both of which are impossible to apprehend through a single task, as is the case of the assessments including only false belief tasks. All in all, the differences found in the performance of the participants included with respect to the original study require further research in not only cross-sectional but also longitudinal studies of clinical and non-clinical populations.

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OBJECTIVE: To determine the association between maternal oral health and Early Childhood Caries (ECC) and discover the role of maternal and child behaviours in explaining this association. BASIC RESEARCH DESIGN: A cross-sectional analytic study. CLINICAL SETTING: Public Healthcare Services in Pasto, Colombia. PARTICIPANTS: 384 mothers and their 2-5-year-old children. METHODS: Mothers completed a questionnaire to provide information on sociodemographic and behavioural factors and were examined for caries experience (DMFS index) and periodontal status (Community Periodontal Index, CPI). Children were examined for dental caries (dmfs index). The association between maternal dental indicators and child dmfs was assessed in negative binomial regression adjusting for confounders. RESULTS: About 96% and 33% of mothers had caries experience and periodontal disease, respectively. The mean dmfs was 7.4 (SD: 9.5, range: 0-71). Maternal DMFS, but not CPI, was positively associated with children's dmfs (Rate Ratio: 2.51, 95%CI: 1.59-3.97) after adjustments for sociodemographic and behavioural factors. CONCLUSIONS: Maternal caries experience, but not periodontal status, was positively associated with ECC in their children. Maternal and child behaviours explained little of this association.

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Resumo A pesquisa que deu origem a este artigo situa-se no contexto da categoria teorética 'repúblicas inacabadas.' Teve como objetivo analisar a percepção de professores(as) de uma unidade escolar de educação infantil de um município catarinense, sobre a produção de dignidade pelo trabalho e foi realizada no segundo semestre de 2018. A coleta de dados se deu por meio de três instrumentos: entrevistas individuais, grupos focais e diários de campo. Os dados indicaram a solidão na interface entre docência na educação infantil, neoliberalismo e dignidade pelo eco das vozes dos professores que anunciam a destituição de sua produção de dignidade pelo trabalho, o que afeta direta e negativamente sua condição de saúde. Apontam-se condições para o estabelecimento dessa condição desumanizante e propõem-se o reconhecimento e o estímulo ao trabalho coletivo como ferramentas de transformação.

Abstract The research that originated the present article is related to the context of the theoretical category of 'unfinished republics.' It had the goal of analyzing the perception of the teachers of a pre-school education unit of a municipality in the state of Santa Catarina, Brazil, regarding the production of dignity through work, and was performed in the second semester of 2018. The data was collected using three instruments: individual interviews, focus groups and field journals. The data indicate the loneliness in the interface among teaching in pre-school education, neoliberalism and dignity through the echo of the voices of the teachers who announced the dismissal of their production of dignity through work, which affects directly and negatively their health condition. We indicate the conditions for the establishment of this dehumanizing situation and propose the recognition and stimulus to collective work as tools for transformation.

Resumen La pesquisa que dio origen a este artículo se relaciona al contexto de la categoría teórica "repúblicas inacabadas". Tuvo como objetivo analizar la percepción de profesores(as) de una unidad escolar de educación infantil de un municipio del estado de Santa Catarina, Brasil, sobre la producción de dignidad por el trabajo, y fue realizada en el segundo semestre de 2018. La recolección de datos se dio por medio de tres instrumentos: entrevistas individuales, grupos focales y diarios de campo. Los datos indicaron la soledad en la interconexión de docencia en la educación infantil, neoliberalismo y dignidad por el eco de las voces los profesores que anuncian la destitución de su producción de dignidad por el trabajo, lo que afecta directa y negativamente su condición de salud. Se indican condiciones para el establecimiento de esa situación deshumanizante y se proponen el reconocimiento y el estímulo al trabajo colectivo como herramientas de transformación.

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Resumen Introducción: se ha descrito la coexistencia de trastornos gastrointestinales funcionales (c-TGF) en lactantes y preescolares (LactPre); sin embargo, hay poca literatura sobre los principales c-TGF y sus características. Objetivo: describir la prevalencia y posibles asociaciones de c-TGF en un mismo LactPre latinoamericano. Metodología: estudio de prevalencia en LactPre de Colombia, Ecuador, Nicaragua y Panamá de consulta externa y urgencias, a quienes, según los criterios de Roma III en español, se identificaron regurgitación, síndrome de rumiación, síndrome del vómito cíclico, cólico, diarrea funcional, estreñimiento funcional y disquecia. Se tuvieron en cuenta la edad, el sexo y el origen. La estadística incluyó t de Student, chi cuadrado, prueba exacta de Fisher, análisis uni y multivariados y el cálculo de los OR e IC 95%, siendo una p <0,05 significativa. Resultados: se analizaron 2417 niños (2,4±19,8 meses de edad, 51,3% masculinos, con diagnóstico de por lo menos algún TGF del 35,7%). Se presentó c-TGF en el 3,6%, siendo el principal el síndrome de rumiación del lactante (SRL) más estreñimiento funcional (EF). Hubo predomino del género masculino en los lactantes y ser colombiano. Conclusión: la principal c-TGF en este grupo de LactPre de Latinoamérica es el SRL más EF, presentándose principalmente en el sexo masculino y en lactantes menores de 24 meses.

Abstract Introduction: Coexistence of functional gastrointestinal disorders (FGID) in infants and preschool children has been described, but there is little literature on the main types of FGID coexistence or their characteristics. Objective: This study describes the prevalence and possible associations of FGID coexistence among Latin American infants and preschool children. Methodology: This is a prevalence study of infants and preschool children conducted in Colombia, Ecuador, Nicaragua and Panama. Children included were outpatients and emergency patients who were identified according to the Rome III Criteria in Spanish as suffering from regurgitation, rumination syndrome, cyclic vomiting syndrome, colic, functional diarrhea, functional constipation and/or dyspepsia. Age, sex and origin of patients were registered. Statistical analyses included Student's T test, chi squared test, Fisher's exact test, univariate analysis, multivariate analysis and calculation of odds ratios and 95% confidence intervals with p <0.05 set as significant. Results: Two thousand four hundred and seventeen children were included. Their age range was 2.4 months to 19.8 months of age, and 51.3% were male. The proportion of patients with a diagnosis of at least one FGID was 35.7%. FGID coexistence was found in 3.6% of the patients. The most frequent combination was rumination syndrome plus functional constipation. There were predominances of males, infants and Colombian children in the total sample. Conclusion: The most commonly coexisting FGIDs in this group of Latin America infants and preschool children were infant rumination syndrome and functional constipation which were found together most frequently among boys who were under 24 months old.

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Este artigo teve como objetivo conhecer a relação entre o trabalho e a saúde de professoras e monitoras de creche pública no município de Vitória da Conquista (Bahia, Brasil). Para tal, realizou-se uma pesquisa qualitativa de caráter exploratório. Foram efetuadas dez entrevistas por meio de um roteiro semiestruturado de questões. No que concerne ao método empregado para análise dos materiais, foi adotada a técnica de análise de conteúdo, chegando-se a quatro temas principais: precarização, sobrecarga e intensificação do trabalho; gestão, política e conflitos; diferenças entre o trabalho de professoras e monitoras; e educação, saúde e cuidado. Por fim, considera-se necessário que o trabalho, em sua relação com a saúde, seja objeto de diálogo com vistas a gerar mudanças, segundo a perspectiva dos trabalhadores, de modo a reforçar o aspecto relativo à cooperação e ampliação do campo de criação coletiva.(AU)

This exploratory study aimed to gain an insight into the relationship between the work and health of teachers and monitors in a public nursery in Vitória da Conquista in the State of Bahia, Brazil. Semi-structured interviews were conducted with ten teachers and monitors. A content analysis of the interview transcripts identified four main themes: precarious work, overwork, and work intensification; management, politics, and conflicts; differences between the work of teachers and monitors; and education, health, and care. We conclude that, to promote change, the relationship between work and health should be discussed from the workers' perspective to reinforce cooperation and expand the field of collective creation.(AU)

El objetivo de este artículo fue conocer la relación entre el trabajo y la salud de maestras y monitoras de una guardería pública en el municipio de Vitória da Conquista (Bahia, Brasil). Para tanto, se realizó una encuesta cualitativa de carácter exploratorio. Se realizaron diez entrevistas por medio de un guion semiestructurado de preguntas. En lo que se refiere al método empleado para el análisis de los materiales, se adoptó la técnica de análisis de contenido, llegándose a cuatro temas principales: precarización, sobrecarga e intensificación del trabajo; gestión, política y conflictos; diferencias entre el trabajo de maestras y monitoras; educación, salud y el cuidado. Finalmente, se considera necesario que el trabajo, en su relación con la salud, sea objeto de diálogo con vistas a generar cambios, según la perspectiva de los trabajadores, para reforzar el aspecto relativo a la cooperación y ampliación del campo de creación colectiva.(AU)

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Este trabajo estudió la percepción de maestras beneficiarias de los proyectos de práctica profesional de Fonoaudiología de la Universidad del Valle, respecto al aporte de su acción profesional en la promoción del desarrollo de los niños en el marco de la Política Pública "de Cero a Siempre". La investigación se ejecutó con métodos cualitativos de tipo interpretativo y de corte transversal, bajo el diseño de estudio de caso. La exploración permitió concluir que el acompañamiento fonoaudiológico: i) es más efectivo cuando se reconoce y valora los saberes y requerimientos de los beneficiarios, ii) enriquece los procesos de desarrollo de niños y niñas en general y no sólo a aquellos con patologías del lenguaje o discapacidad y iii) potencia el objeto de la política pública de atención a la primera infancia en Colombia. Adicionalmente, valida la acción fonoaudiológica desde una propuesta situada y bajo el enfoque comunitario

This study was focused on the perception of teachers who participated as beneficiaries on the professional practice in speech therapy implemented by the Universidad del Valle. The main focus was on how participants' professional intervention promoted the development of children, within the framework of the Public Policy "de Cero a Siempre". The practice was developed at Universidad del Valle from August 2013 to June 2016. The research was conducted using interpretative qualitative methods and was cross-sectional (case-study design). The study concluded that: i) success of the speech therapy intervention is related to the recognition and evaluation of the beneficiaries' requirements ii) the speech therapy intervention improves development processes of all children, not only of children with language pathologies or disabilities, iii) the intervention fosters the Public Policy of attention to Early Childhood in Colombia. Finally, the observed practices validate speech therapy action from a community approach.

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A psicomotricidade está presente em todas as etapas da vida, porém o período da infância ganha destaque, uma vez que é nesta época em que as funções psicomotoras começam a se desenvolver. O objetivo desta pesquisa, de cunho exploratório, descritivo e de abordagem qualitativa, foi verificar qual a percepção de oito professoras pré-escolares sobre psicomotricidade e educação infantil. Para tanto foi utilizado um roteiro de entrevista semiestruturada, cujos resultados foram analisados sob a óptica temático-categorial da Análise de Conteúdo de Bardin. As categorias definidas foram: percepção das professoras sobre a relação entre psicomotricidade e educação infantil, atividades psicomotoras trabalhadas e aspectos que dificultam/facilitam o trabalho na área. Os resultados apontam que as professoras consideram que existe uma forte relação entre psicomotricidade e educação infantil. Quanto às atividades psicomotoras desenvolvidas, foi possível constatar que elas tiveram dificuldades para conceituar certas funções psicomotoras, principalmente em relação à orientação espacial. Quanto aos aspectos facilitadores e dificultadores, foi possível perceber que algumas apresentaram melhor condição para desenvolver atividades psicomotoras e outras afirmaram contar com a criatividade para lidar com a falta de materiais.(AU)

Psychomotricity is present in all stages of life, but it is highlighted during childhood, since it is at this time when the psychomotor functions begin to develop. This research, exploratory, descriptive and qualitative in nature, aims at verifying the perception of eight preschool teachers on psychomotricity and early childhood education. For this purpose, a semi-structured interview script was used, whose results were analyzed under the thematic-categorical optics of Bardin Content Analysis. The categories defined were: teachers' perceptions about the relationship between motor skills and early childhood education, psychomotor activities worked on and aspects/facilitators work in the area. As for the psychomotor activities developed, it was possible to verify that the teachers had difficulties to conceptualize certain psychomotor functions, mainly in relation to the spatial orientation. With regard to the facilitating and hindering aspects, it was possible to perceive that some teachers have a better condition to develop psychomotor activities and others stated that they rely on the creativity to deal with the lack of materials.(AU)

La psicomotricidad está presente en todas las etapas de la vida, pero se destaca durante la infancia, ya que es en este momento cuando las funciones psicomotoras comienzan a desarrollarse. El objetivo de esta investigación, de cuño exploratorio, descriptivo y de abordaje cualitativo, fue verificar cuál es la percepción de ocho profesoras preescolares sobre Psicomotricidad y Educación Infantil.Con esta finalidad, se utilizó un guión de entrevista semi-estructurada, cuyos resultados fueron analizados bajo la óptica temático-categorial del Análisis de Contenido de Bardin. Las categorías definidas fueron: percepciones de los docentes sobre la relación entre psicomotricidad y educación de la primera infancia, actividades psicomotoras trabajadas y aspectos que dificultan y facilitan el trabajo en esta área. Los resultados apuntan que las profesoras consideran que existe una fuerte relación entre las habilidades motoras y la educación infantil. En cuanto a las actividades psicomotoras desarrolladas, fue posible constatar que ellas tuvieron dificultades para conceptualizar ciertas funciones psicomotoras, principalmente en relación a la orientación espacial. Con respecto a los aspectos facilitadores y dificultadores, fue posible percibir que algunas profesoras presentan mejor condición para desarrollar actividades psicomotoras y otras afirmaron contar con la creatividad para lidiar con la falta de materiales.(AU)

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