RESUMO
A competência emocional é reconhecida como habilidade essencial para o desenvolvimento infantil, contribuindo para o bem-estar subjetivo, bom relacionamento interpessoal e desempenho acadêmico de crianças. Na fase escolar, por volta dos quatro/cinco anos, a mesma tem avanço expressivo, o que torna os professores agentes fundamentais nesse processo. Este estudo relatou a experiência de um projeto-piloto de implantação de um programa de promoção de competências emocionais em crianças dirigido a professores. Participaram seis professoras de educação infantil (M=40,6 anos), de duas escolas particulares do Rio de Janeiro e entorno, que preencheram instrumentos antes do início da implantação do projeto. Participaram ativamente de todas as etapas, demonstrando interesse pelos conteúdos e atividades. Seus relatos na entrevista final (gravados, transcritos e analisados) evidenciaram algumas conquistas nas competências emocionais das crianças, além de ganhos adicionais no autoconhecimento e satisfação das professoras com as atividades realizadas. Buscou-se refletir sobre o impacto desse programa e os desafios do projeto com foco no desenvolvimento da competência emocional das crianças. Acredita-se que esta proposta pode ser um diferencial em iniciativas voltadas para a melhora da vida acadêmica e a promoção de saúde dos educandos, ressaltando a importância da atenção ao desenvolvimento emocional infantil no ambiente escolar.
Emotional competence is recognized as an essential skill for child development, contributing to the subjective well-being, good interpersonal relationships, and academic performance of children. At the school stage, around four/five years, such competence shows significant progress, which makes teachers crucial agents in this process. This study reports the experience of a pilot project designed for teachers in order to implement a program to promote emotional competences on children. Six teachers (M=40.6 years) from early childhood education from two private schools in Rio de Janeiro and its surroundings had joined the research and filled out instruments before the project has started to run. All of them have participated actively in all stages, showing interest in its contents and activities. Their reports in the final interview (which has been recorded, transcribed, and analyzed) showed some achievements in the children's emotional skills, as well as additional gains in self-knowledge and teachers' satisfaction with the activities they have carried out. We intended to reflect on the impact of this program and the challenges of the project, focusing on the development of students' emotional competence. We believe that this approach can be a differential in initiatives that look for improving academic life and promoting the health of students, emphasizing the importance of attention to children's emotional development in the school environment.
La competencia emocional es una habilidad esencial para el desarrollo infantil, contribuyendo al bienestar subjetivo, las buenas relaciones interpersonales y el rendimiento académico de niños. En la etapa escolar, en torno a los cuatro/cinco años, hay avances significativos, lo que convierte a los docentes en agentes fundamentales de este proceso. Este estudio reportó la experiencia de un proyecto-piloto para implementar un programa de promoción de competencias emocionales en niños dirigido a docentes. Participaron seis docentes (M=40,6 años) de educación infantil de dos escuelas privadas de Río de Janeiro y alrededores y completaron instrumentos antes del inicio de la implantación. Participaron activamente en todas las etapas. Sus relatos (grabados, transcritos; analizados) evidenciaron logros en las habilidades emocionales de los niños, ganancias adicionales en autoconocimiento y la satisfacción de los docentes con las actividades realizadas. Buscamos reflexionar sobre el impacto del programa y desafíos del proyecto, enfocándonos en el desarrollo de la competencia emocional de los estudiantes. Se cree que esta propuesta puede ser un diferencial en iniciativas dirigidas a mejorar la vida académica y promover la salud de los estudiantes, destacando la importancia de la atención al desarrollo emocional de niños en el ámbito escolar.
Assuntos
Humanos , Desenvolvimento Infantil , Emoções , Docentes/educação , Promoção da Saúde , BrasilRESUMO
BACKGROUND: Oral health literacy is the degree to which individuals have the capacity to obtain, process, and understand basic health information and services needed to make appropriate oral health decisions. However, scientific evidence about the oral health literacy of caregivers and the children's oral health-related quality of life. The purpose of this study was to verify the relationship between the level of oral health literacy of caregivers and the children's oral health-related quality of life (OHRQOL). METHODS: This study was conducted with children aged 2 to 4 in Diadema, São Paulo, Brazil. Six hundred thirty children were examined to assess the prevalence of dental caries (dmft index). Parents were interviewed to obtain sociodemographic status, oral conditions, and oral health literacy (OHL). The variable outcome was the children's OHRQOL as assessed by the Early Childhood Oral Health Impact Scale (ECOHIS). We fitted zero-inflated negative binomial regression (ZINB) models to evaluate associations between the study outcome and covariates in terms of PR (Prevalence Ratios), RR (Rate Ratios), and their respective Confidence Intervals (95% CI). RESULTS: Children's OHRQOL was not associated with OHL. Dental caries had a negative impact on the children's quality of life (p < 0.05). A reduced impact on OHRQOL is also associated with having siblings (PR = 0.70, 95% CI 0.52-0.95). A higher age of the mother reduced OHRQOL impacts (PR = 0.72, 95% CI 0.52-0.98). CONCLUSIONS: The factors associated with children's OHRQOL were the number of siblings, the mothers' age, and dental caries. This study observed no association between parental OHL and children's OHRQOL.
Assuntos
Cárie Dentária , Letramento em Saúde , Brasil/epidemiologia , Cuidadores , Criança , Pré-Escolar , Estudos Transversais , Cárie Dentária/epidemiologia , Feminino , Humanos , Saúde Bucal , Qualidade de VidaRESUMO
OBJECTIVE: Intestinal parasitic infections (IPIs) are a public health challenge in developing countries such as Colombia, causing anaemia and delayed growth and development in children. We aimed to estimate the geographical and prevalence trend of IPIs in the last 30 years in school and preschool children in Colombia. METHODS: We conducted a systematic review and meta-analysis. We identified potential manuscripts through PubMed, EMBASE, Web of Science, LILACS, Scielo and Google Scholar on the IPIs prevalence in school and preschool children in Colombia. Articles included in the qualitative analysis were published between 1990 and 2020 in English or Spanish and met the inclusion criteria. Subsequently, a random-effects meta-analysis, a meta-regression and a trend analysis were performed. RESULTS: We identified 2292 articles; 109 were included in the qualitative review, and 79 articles were included in the meta-analysis. The estimated IPI prevalence was 55% (95% CI: 48-63). By age group, the prevalence in preschool children was 37% (95% CI: 26-49) and 66% (95% CI: 52-78) in schoolchildren. The prevalence by region was heterogeneous, with the Amazon being the highest (69%) and the Santanderes the lowest (28%). In the last 20 years, the prevalence of helminthiasis has decreased (from 64.66% in 1990-1995 to 22.09% in 2016-2020). CONCLUSION: The prevalence of IPIs is high (>30%) in three of the seven regions in Colombia. Biannual administration of mass deworming in schoolchildren is recommended in the Amazon region. Public policies aiming to control IPIs should be reinforced. Further prevalence studies should include Cesar, Guaviare, Vichada and Vaupés, where the epidemiology of IPIs is unknown. SUSTAINABLE DEVELOPMENT GOALS: Good health and wellbeing, clean water and sanitation, sustainable cities and communities.
Assuntos
Helmintíase , Enteropatias Parasitárias , Criança , Pré-Escolar , Colômbia/epidemiologia , Helmintíase/epidemiologia , Humanos , Enteropatias Parasitárias/epidemiologia , Enteropatias Parasitárias/parasitologia , Prevalência , Instituições AcadêmicasRESUMO
Shared book reading (SBR) as a teaching practice produces significant effects on development of verbal repertoires in children, especially when associated with strategies of explicit vocabulary teaching. This study aimed to test the cumulative effects of using word teaching strategies, during SBR sessions, on word learning by preschool children. Three sessions of SBR of the same story and a session of complementary activity about the words of the story read were carried out in a class of 13 children aged 4 to 5 years. It was identified significant children's gains, between pre and post-test, in matching-to-sample tasks for nouns and in naming tasks, both for nouns and for verbs. The results confirm the effectiveness of using word teaching strategies during SBR and their feasibility in the natural classroom context. (AU)
A leitura compartilhada de histórias (LCH) como prática de ensino produz efeitos significativos sobre o desenvolvimento de repertórios verbais em crianças, principalmente quando associada a estratégias de ensino explícito de vocabulário. Esse estudo teve como objetivo testar os efeitos cumulativos do uso de estratégias de ensino de palavras, a partir de sessões de LCH, sobre a aprendizagem de palavras por crianças pré-escolares. Foram realizadas três sessões de LCH de um mesmo livro e uma sessão de atividade complementar sobre as palavras da história, em uma classe com 13 crianças, com idades de 4 a 5 anos. Foram identificados ganhos significativos entre o pré e pós-teste no desempenho em tarefas de emparelhamento ao modelo para substantivos e nas tarefas de nomeação para substantivos e para verbos. Os resultados confirmam a eficácia do uso de estratégias de ensino de palavras durante LCH e a sua viabilidade no contexto natural de sala de aula. (AU)
La lectura compartida de historias (LCH) como práctica de enseñanza produce efectos significativos en el desarrollo de repertorios verbales en niños, principalmente cuando se asocia a estrategias de enseñanza explícita de vocabulario. Este estudio tuvo como objetivo evaluar los efectos cumulativos del uso de estrategias de enseñanza de palabras, a partir de sesiones de LCH, en el aprendizaje de palabras en preescolares. Se realizaron tres sesiones de LCH con un único libro y una sesión de actividad complementaria sobre las palabras de la historia, en una clase con 13 niños con edades entre 4 y 5 años. Al comparar las medidas pre y post test, se identificaron mejoras significativas en el desempeño en las tareas de emparejamiento al modelo para sustantivos y en las tareas de nombramiento de sustantivos y verbos. Los resultados confirman la eficacia del uso de estrategias de enseñanza de palabras durante LCH y su viabilidad en el contexto natural en clase. (AU)
Assuntos
Humanos , Masculino , Feminino , Pré-Escolar , Ensino , Vocabulário , Narração , Desenvolvimento da Linguagem , Testes de LinguagemRESUMO
No presente artigo apresentam-se resultados de pesquisa exploratória visando identificar modos pelos quais crianças pré-escolares podem aprender a utilizar elementos semióticos no aprimoramento de sua memória mediada. O método utilizado foi um jogo de cartas, planejado especialmente para a pesquisa e realizado com 6 grupos de 3 crianças (18 participantes) da faixa etária entre 5 e 6 anos, pertencentes a uma turma de Educação Infantil de uma escola municipal. Os resultados permitiram refletir sobre a apropriação de estratégias de mediação da memória no desenvolvimento humano. Esses resultados são contrastados com as etapas de constituição da memória mediada apresentadas por L. S. Vigotski e colaboradores, destacando-se a importância da mediação do pesquisador e dos pares e seus efeitos sobre o deslocamento entre os níveis de memória. Espera-se que o estudo permita o avanço de pesquisas sobre o tema e contribua para fundamentar práticas pedagógicas potentes para o desenvolvimento das funções psíquicas superiores.
Se presentan resultados de investigación exploratoria con objetivo de identificar modos por los cuales niños preescolares pueden aprender a utilizar elementos semióticos en el mejoramiento de su memoria mediada. El método utilizado fue un juego de barajas, planeado especialmente para la investigación y realizado con 6 grupos de 3 niños (18 participantes) de la franja de edad entre 5 y 6 años, pertenecientes a un grupo de Educación Infantil de una escuela municipal. Los resultados permitieron pensar sobre a apropiación de estrategias de mediación de la memoria en el desarrollo humano. Estos resultados son contrastados con las etapas de constitución de la memoria mediada presentadas por L. S. Vygotsky y colaboradores, destacándose la importancia de la mediación del investigador y de los pares y sus efectos sobre el desplazamiento entre los niveles de memoria. Se espera que el estudio permita el avance de investigaciones sobre el tema y colabore a fundamentar prácticas pedagógicas potentes al desarrollo de las funciones psíquicas superiores.
This article presents results of exploratory research aimed at identifying ways in which pre-school children can learn to use semiotic elements to improve their mediated memory. The method used was a card game, planned especially for the research and carried out with 6 groups of 3 children (18 participants) aged between 5 and 6 years old, belonging to a kindergarten class at a municipal school. The results allowed us to reflect on the appropriation of memory mediation strategies in human development. These results are contrasted with the stages of constitution of mediated memory presented by L. S. Vigotski and collaborators, highlighting the importance of the mediation of the researcher and peers, and their effects on the displacement between the levels of memory. It is expected that the study will allow the advancement of research on the topic and contribute to support powerful pedagogical practices for the development of higher psychic functions.
Assuntos
Criança , Educação Infantil , Crescimento e DesenvolvimentoRESUMO
OBJECTIVES: To evaluate a smartphone-based application's (Peek Acuity) ability to assess visual acuity and screen for ocular conditions in children, we compared visual acuity assessment between Peek Acuity and the pediatric ophthalmology examination and evaluated Peek Acuity's ability to identify children with referable ocular conditions. STUDY DESIGN: We prospectively recruited 111 children age 3-17 years, presenting to a pediatric ophthalmology clinic, who could follow instructions. Monocular visual acuity assessments by Peek Acuity and standard clinical methods were performed in randomized order. We compared visual acuity assessments between methods using intraclass correlation coefficient (ICC) and evaluated Peek Acuity's ability to identify children with referable ocular conditions. RESULTS: ICC comparing visual acuity assessed between methods was 0.88 (95% CI 0.83-0.92) for first and 0.85 (95% CI 0.78-0.89) for second eyes examined. ICC among 3 to 5-year-olds (preschool-age children) was 0.88 (95% CI 0.77-0.94) for first and 0.45 (95% CI 0.13-0.68) for second eyes examined. Peek Acuity had a sensitivity of 83%-86% for decreased vision and 69%-83% for referable ocular disease. Sensitivity was highest among 3 to 5-year-olds with decreased vision, 93%-100%. CONCLUSIONS: Overall, Peek Acuity visual acuity assessment correlated well with visual acuity assessed by standard clinical methods, though preschool-age children appeared more susceptible to examination fatigue. Peek Acuity performed adequately as a screening tool and had the greatest sensitivity among those with decreased vision and preschool-age children. TRIAL REGISTRATION: ClinicalTrials.gov: NCT03212222.
Assuntos
Oftalmologia/métodos , Smartphone , Transtornos da Visão/diagnóstico , Seleção Visual/métodos , Acuidade Visual , Adolescente , Criança , Pré-Escolar , Humanos , Aplicativos Móveis , Oftalmologia/instrumentação , Estudos Prospectivos , Valores de Referência , Seleção Visual/instrumentaçãoRESUMO
OBJECTIVES: To describe trends in the diagnosis of attention-deficit/hyperactivity disorder (ADHD) and prescribing of stimulants in preschool-age children receiving Medicaid and to identify factors associated with the receipt of psychosocial care. STUDY DESIGN: Data were extracted from 2012-2016 Kentucky Medicaid claims for children aged <6 years. ADHD was identified using International Classification of Diseases, Tenth Revision codes F90.0, F90.1, F90.2, F90.8, and F90.9. Psychosocial therapy was defined as having at least 1 relevant Current Procedural Terminology code in a claim within the year. A generalized linear model with a logit link and binomial distribution was used to assess factors associated with receipt of psychosocial treatment in 2016. RESULTS: More than 2500 (1.24%) preschool-aged children receiving Medicaid had a diagnosis of ADHD in 2016, with 988 (38.2%) of those receiving a stimulant medication. Children in foster care were diagnosed with and/or treated for ADHD 4 times more often than other Medicaid recipients. Of the 1091 preschoolers receiving stimulants, 99 (9%) did not have a diagnosis of ADHD. There were no significant differences in diagnoses by race/ethnicity, but children reported to be black, Hispanic, or other race/ethnicity received stimulants at a lower rate than white children. Positive predictors for receiving psychosocial therapy in 2016 included having the diagnosis but not receiving a stimulant, having at least 1 prescription written by a psychiatrist, having comorbidities, and age. The use of stimulants in children aged <6 years declined from 0.9% in 2012 to 0.5% in 2016. CONCLUSIONS: Promising trends demonstrate a decreasing use of stimulants in preschoolers; however, continued vigilance is needed to promote the optimal use of psychosocial interventions.
Assuntos
Transtorno do Deficit de Atenção com Hiperatividade/diagnóstico , Estimulantes do Sistema Nervoso Central/uso terapêutico , Medicaid/economia , Psicometria/métodos , Transtorno do Deficit de Atenção com Hiperatividade/tratamento farmacológico , Criança , Pré-Escolar , Feminino , Seguimentos , Humanos , Lactente , Recém-Nascido , Masculino , Pobreza , Qualidade da Assistência à Saúde/normas , Estudos Retrospectivos , Fatores Socioeconômicos , Estados UnidosRESUMO
In the United States (US), racial/ethnic minority children, low-income children, and children of immigrant families are at increased risk of childhood obesity. Mounting evidence documents that sleep duration and sleep quality are important modifiable factors associated with increased risk of obesity among preschool-aged children. The number of Brazilian immigrants in the US is increasing, yet no existing research, to our knowledge, has examined factors affecting sleep and bedtime routines of children of Brazilian immigrant families. Therefore, the purpose of this qualitative study was to explore Brazilian immigrant mothers' beliefs, attitudes, and practices related to sleep and bedtime routines among preschool-aged children. Seven focus group discussions (FGDs) were conducted with 37 Brazilian immigrant mothers of preschool-age children living in the US. The audio-recordings of the FGDs were transcribed verbatim in Portuguese without identifiers and analyzed using thematic analyses. Mothers also completed a brief questionnaire assessing socio-demographic and acculturation. Analyses revealed that most mothers were aware of the importance of sleep and sleep duration for their children's healthy growth and development. Mothers also spoke of children needing consistent bedtime routines. Nevertheless, many mothers reported inconsistent and suboptimal bedtime routines (e.g., lack of predictable and orderly bedtime activities such as bath, reading, etc. and use of electronics in bed). These suboptimal routines appeared to be influenced by day-to-day social contextual and environmental factors that are part of Brazilian immigrant families' lives such as parents' work schedule, living with extended family, living in multi-family housing, neighborhood noise, etc. Analyses identified several modifiable parenting practices related to young children's sleep and bedtime routines (e.g., irregular bedtime, late bedtime, inconsistent bedtime routines, use of electronics in bed, etc.) that can be addressed in parenting- and family-based obesity prevention interventions. Interventions should consider the social context of the home/family (e.g., parents' work schedules) and the environment (e.g., multi-family housing; neighborhood noise, etc.) faced by Brazilian immigrant families when developing health promotion messages and parenting interventions tailored to this ethnic group.
Assuntos
Emigrantes e Imigrantes/psicologia , Conhecimentos, Atitudes e Prática em Saúde/etnologia , Mães/psicologia , Poder Familiar/psicologia , Sono , Aculturação , Brasil/etnologia , Pré-Escolar , Comportamento Alimentar/etnologia , Feminino , Grupos Focais , Humanos , Masculino , Pesquisa Qualitativa , Fatores Socioeconômicos , Estados Unidos/epidemiologiaRESUMO
Este estudo analisou a relação entre estilo parental dos responsáveis e funções executivas em pré-escolares, pois pesquisas prévias sugerem que características do ambiente familiar podem influenciar o desenvolvimento dessas funções. Participaram 30 crianças, de 3 a 6 anos, e seus responsáveis. Estes responderam o Inventário de Estilos Parentais e as crianças, Teste de Stroop Semântico, Teste de Atenção por Cancelamento e Teste de Trilhas para pré-escolares. Correlações de magnitude baixa a moderada evidenciaram, de modo geral, que quanto mais apropriado o estilo parental dos pais, melhor o controle de interferência dos filhos. Também observou-se que, quanto maior a inconsistência na punição, maior o tempo de reação da criança na parte incongruente do Teste de Stroop e mais ela é afetada pela incongruência, porém, conforme a parte B do Teste de Trilhas, maior a sua flexibilidade. Portanto observaram-se relações entre estilo parental e funções executivas na amostra avaliada.
This study examined the relation between the parenting style of the parents and executive function in preschool children, because previous research suggests that family environment characteristics may influence the development of these functions. Participants were 30 3-6-year-old children and their parents. The parents answered the Parental Styles Inventory and children were assessed by Semantic Stroop Test, Cancellation Attention Test for and Trail Making Test for preschoolers. Low to moderate magnitude correlations showed in general that the more suitable parenting style of the parents, the better interference control of children. It was also observed that the greater the inconsistency in punishment, the greater the child's reaction time in incongruous part of the Stroop Test and the more she/he is affected by the incongruity, however, pursuant to part B of the Trail Making Test, the greater her/his flexibility. Therefore there were observed relation between parenting style and executive functions of the sample investigated.
Este estudio examinó la relación entre estilos parentales de padres y funciones ejecutivas en niños preescolares, ya que investigaciones anteriores sugieren que las características del entorno familiar pueden influir en el desarrollo de estas funciones. Participaran del estudio 30 niños, entre 3 y 6 años de edad, y sus padres. Los padres respondieron el Inventario de Estilos Parentales y los niños, Test de Stroop Semántico, Test de Atención por Cancelación y Test de Trazados para preescolares. Correlaciones de baja a moderada magnitud mostraron, en general, que cuanto más adecuado el estilo parental de los padres mejor es el control de la interferencia de los niños. También se observó que cuanto mayor es la falta de coherencia en el castigo, mayor es el tiempo de reacción del niño en la parte incongruente del Test de Stroop y más él es afectado por la incongruencia, sin embargo, de conformidad con la parte B del Test de Trazados, mayor es su flexibilidad. Por lo tanto, se observaron relación entre estilo parental y funciones ejecutivas en la muestra investigada.
Assuntos
Humanos , Pré-Escolar , Criança , Pais , Família , Crescimento e Desenvolvimento , Psicologia da Criança , Teste de StroopRESUMO
BACKGROUND: There is a knowledge gap on the effect of early childhood deworming on development in low- and middle-income countries. This evidence is important in the critical window of growth and development before two years of age. METHODS: A randomized controlled trial of the benefit, and optimal timing and frequency, of deworming on development was conducted in Iquitos, Peru. Children were enrolled during routine 12-month growth and development visits and randomly allocated to: (1) deworming at the 12-month visit and placebo at the 18-month visit; (2) placebo at the 12-month visit and deworming at the 18-month visit; (3) deworming at the 12 and 18-month visits; or (4) placebo at the 12 and 18-month visits. The Bayley Scales of Infant Development III was used to assess cognitive, language and motor skills at the 12 and 24-month visits. One-way ANOVA analyses used an intention-to-treat approach. RESULTS: Between September 2011 and June 2012, 1760 children were enrolled. Attendance at the 24-month visit was 88.8% (n=1563). Raw scores on all subtests increased over 12 months; however, cognitive and expressive language scaled scores decreased. There was no statistically significant benefit of deworming, or effect of timing or frequency, on any of the development scores. Baseline height and weight and maternal education were associated with development scores at 24 months. CONCLUSIONS: After 12 months of follow-up, an overall benefit of deworming on cognition, language or fine motor development was not detected. Additional integrated child and maternal interventions should be considered to prevent developmental deficits in this critical period.
RESUMO
As funções parentais, na contemporaneidade, podem ser exercidas com pouca consistência e coerência em decorrência de aspectos socioculturais que têm provocado nos pais sentimentos de insegurança e dúvidas frente à tarefa de educar. Esse artigo tem como objetivo apresentar uma pesquisa que procurou compreender a relação entre a fragilização das funções parentais e a frequência de comportamentos de agressividade, teimosia e/ou agitação em crianças de dois a quatro anos, num ambiente escolar. Foram realizadas entrevistas semidirigidas com professores e pais, observação de crianças e interação lúdica entre pais e filhos. Usando abordagem qualitativa, por meio de estudo de caso com comparação entre grupos, e baseando-se no referencial teórico da psicanálise para a análise dos dados, constatou-se que os comportamentos das crianças citados acima se relacionam com dificuldades nas dinâmicas da parentalidade e da conjugalidade.
The parental role, in contemporary times, may be exercised with little consistency and coherence, due to socio-cultural aspects that have provoked in the parents feelings of insecurity and doubts concerning the task of educating. This article has as its purpose to present a research designed to understand the relationship between the weakening of parental role and the frequency of aggressive, stubbornness and/or agitation behaviors of two to four years old children in a school environment. Semi-structured interviews were conducted with teachers and parents, also observation of children and of "playful interaction" between parents and children. Using a qualitative approach, specifically the case study with comparison of groups, and based on the theoretical framework of psychoanalysis, it was found that the children's behaviors mentioned related to difficulties of parenting and marital dynamics.
Assuntos
Pré-Escolar , Educação Infantil/psicologia , Características da Família , Relações Pais-Filho , Poder Familiar/psicologiaRESUMO
As funções parentais, na contemporaneidade, podem ser exercidas com pouca consistência e coerência em decorrência de aspectos socioculturais que têm provocado nos pais sentimentos de insegurança e dúvidas frente à tarefa de educar. Esse artigo tem como objetivo apresentar uma pesquisa que procurou compreender a relação entre a fragilização das funções parentais e a frequência de comportamentos de agressividade, teimosia e/ou agitação em crianças de dois a quatro anos, num ambiente escolar. Foram realizadas entrevistas semidirigidas com professores e pais, observação de crianças e interação lúdica entre pais e filhos. Usando abordagem qualitativa, por meio de estudo de caso com comparação entre grupos, e baseando-se no referencial teórico da psicanálise para a análise dos dados, constatou-se que os comportamentos das crianças citados acima se relacionam com dificuldades nas dinâmicas da parentalidade e da conjugalidade.(AU)
The parental role, in contemporary times, may be exercised with little consistency and coherence, due to socio-cultural aspects that have provoked in the parents feelings of insecurity and doubts concerning the task of educating. This article has as its purpose to present a research designed to understand the relationship between the weakening of parental role and the frequency of aggressive, stubbornness and/or agitation behaviors of two to four years old children in a school environment. Semi-structured interviews were conducted with teachers and parents, also observation of children and of "playful interaction" between parents and children. Using a qualitative approach, specifically the case study with comparison of groups, and based on the theoretical framework of psychoanalysis, it was found that the children's behaviors mentioned related to difficulties of parenting and marital dynamics.(AU)
Assuntos
Características da Família , Relações Pais-Filho , Educação Infantil/psicologia , Poder Familiar/psicologia , Pré-EscolarRESUMO
Este estudo teve como objetivo investigar a ocorrência de diferentes categorias gramaticais em 21 crianças (18 a 41 meses), interagindo espontaneamente com pares; e comparar esses dados com estudos que empregam a observação da interação adulto/criança em contexto de fala elicitada. Cada participante foi filmado durante 15 minutos, por cinco vezes (em intervalos de um mês) interagindo com colegas de classe. Os registros foram distribuídos em quatro grupos etários. As categorias gramaticais mais frequentes em todos os grupos foram verbos e substantivos. A frequência de tipos de verbos e substantivos foi equivalente entre os grupos mais jovens, mas verbos foram mais frequentes nos grupos mais velhos. Discute-se o papel do contexto de observação e do método de coleta de dados. (AU)
This study aimed to investigate the occurrences of different grammatical categories in 21 children (18 to 41 months) in situations of spontaneous speech with their peers and compare these data with studies that employ the observation of adult/child interaction in the context of elicited speech. Each child was videotaped during 15 minutes interacting with classmates. It happened for five times with intervals of one month between them. Records were joined into four groups. The most frequent grammatical categories in all age groups were verbs and nouns. The frequency of different types of verbs and nouns were equivalent among younger groups, but verbs were more frequently used in older groups. We discuss the role of observation context and the method of data sampling. (AU)
Assuntos
Humanos , Masculino , Feminino , Lactente , Pré-Escolar , Psicolinguística , Desenvolvimento Infantil , Desenvolvimento da LinguagemRESUMO
A família é considerada um sistema social essencial na transmissão de crenças, ideias, conceitos e significados sociais, e influencia o comportamento das crianças. As relações afetivas estabelecidas na família constituem um dos fatores determinantes para o desenvolvimento emocional da criança. O objetivo deste estudo foi examinar o nível de afetividade e conflito em famílias de baixa renda e sua relação com os problemas de comportamento de crianças pré-escolares, a partir da visão das mães e das professoras. Participaram do estudo 59 mães de crianças em idade pré-escolar e suas respectivas professoras (10), que responderam a instrumentos sobre afetividade e conflito familiar e de problemas de comportamento infantil. Os dados revelaram a relação entre afetividade e conflito dos cônjuges e comportamento infantil. Quanto maior o grau de conflito entre os pais, maiores foram os problemas de comportamento das crianças, independentemente da configuração familiar...
The family is considered an essential social system in the transmission of beliefs, ideas and social meanings and has strong influence in childrens behavior. The affectionate relationships established in the family are essential for the emotional development. The low-income families have peculiarities, but generally they try to approach the current social pattern. The objective of this study was to examine the level of affection and conflict in low-income families and their relation to behavior problems in preschool children from the point of view of mothers and teachers. The participants were 59 mothers of preschool children and their teachers, who responded to instruments on affection, family conflict and child behavior problems based on the mothers and teachers point of view. The data highlighted the importance of the degree of affection and conflict between the father and mother, and its relationship with the childrens development problems and that the greater the degree of conflict between the parents more behavior problems children develop, independently of the family structure...
La familia es considerada un sistema social esencial en la transmisión de creencias, ideas, conceptos y significados sociales, e influencia el comportamiento de los niños. Las relaciones afectuosas establecidas en la familia constituyen uno de los factores determinantes para el desarrollo emocional del niño. El objetivo de este estudio ha sido el de examinar el nivel de afectividad y conflictos en familias de baja renta y su relación con los problemas de comportamiento de niños preescolares, desde la perspectiva de las madres y de las profesoras. Han participado del estudio 59 madres de niños en edad preescolar y sus respectivas profesoras (10), que han respondido instrumentos acerca de la afectividad y conflicto familiar y de problemas de comportamiento infantil. Cuanto mayor es el grado de conflicto entre los padres, mayores han sido los problemas de comportamiento de los niños, independientemente de la configuración familiar...
Assuntos
Humanos , Feminino , Pré-Escolar , Criança , Afeto , Pré-Escolar , Conflito Psicológico , Relações Familiares , Apego ao Objeto , Psicologia , Psicologia Aplicada , Psicologia da CriançaRESUMO
A família é considerada um sistema social essencial na transmissão de crenças, ideias, conceitos e significados sociais, e influencia o comportamento das crianças. As relações afetivas estabelecidas na família constituem um dos fatores determinantes para o desenvolvimento emocional da criança. O objetivo deste estudo foi examinar o nível de afetividade e conflito em famílias de baixa renda e sua relação com os problemas de comportamento de crianças pré-escolares, a partir da visão das mães e das professoras. Participaram do estudo 59 mães de crianças em idade pré-escolar e suas respectivas professoras (10), que responderam a instrumentos sobre afetividade e conflito familiar e de problemas de comportamento infantil. Os dados revelaram a relação entre afetividade e conflito dos cônjuges e comportamento infantil. Quanto maior o grau de conflito entre os pais, maiores foram os problemas de comportamento das crianças, independentemente da configuração familiar.(AU)
The family is considered an essential social system in the transmission of beliefs, ideas and social meanings and has strong influence in childrens behavior. The affectionate relationships established in the family are essential for the emotional development. The low-income families have peculiarities, but generally they try to approach the current social pattern. The objective of this study was to examine the level of affection and conflict in low-income families and their relation to behavior problems in preschool children from the point of view of mothers and teachers. The participants were 59 mothers of preschool children and their teachers, who responded to instruments on affection, family conflict and child behavior problems based on the mothers and teachers point of view. The data highlighted the importance of the degree of affection and conflict between the father and mother, and its relationship with the childrens development problems and that the greater the degree of conflict between the parents more behavior problems children develop, independently of the family structure.(AU)
La familia es considerada un sistema social esencial en la transmisión de creencias, ideas, conceptos y significados sociales, e influencia el comportamiento de los niños. Las relaciones afectuosas establecidas en la familia constituyen uno de los factores determinantes para el desarrollo emocional del niño. El objetivo de este estudio ha sido el de examinar el nivel de afectividad y conflictos en familias de baja renta y su relación con los problemas de comportamiento de niños preescolares, desde la perspectiva de las madres y de las profesoras. Han participado del estudio 59 madres de niños en edad preescolar y sus respectivas profesoras (10), que han respondido instrumentos acerca de la afectividad y conflicto familiar y de problemas de comportamiento infantil. Cuanto mayor es el grado de conflicto entre los padres, mayores han sido los problemas de comportamiento de los niños, independientemente de la configuración familiar.(AU)
Assuntos
Humanos , Feminino , Pré-Escolar , Criança , Afeto , Relações Familiares , Conflito Psicológico , Pré-Escolar , Apego ao Objeto , Psicologia , Psicologia da Criança , Psicologia AplicadaRESUMO
Introducción. De las afecciones de la cavidad bucal en la población infantil, la maloclusión se presenta con una prevalencia de 60%, mientras que el trastorno del habla más frecuente entre los escolares lo constituyen las alteraciones en la pronunciación conocidas como dislalias, con una prevalencia de 70%. El objetivo de este estudio fue describir la prevalencia de las maloclusiones y de los trastornos del habla en una población preescolar de 4 a 6 años de edad del oriente de la Ciudad de México. Métodos. Se realizó un estudio observacional, prolectivo, transversal y descriptivo. La valoración clínica de las maloclusiones se efectuó con base en los planos terminales y el diagnóstico de los trastornos del habla a través de la prueba del Melgar, considerando las categorías con y sin trastornos del habla. Resultados. Los datos obtenidos fueron procesados en el paquete estadístico SPSS V. 11.0. Los resultados permitieron observar que, del total de preescolares revisados, 61% (n = 48) presenta maloclusiones, mientras que los trastornos del habla se presentaron en 42% (n = 39); aún cuando en nuestro estudio no se encontró asociación entre las maloclusiones y trastornos del habla, ambos problemas estuvieron presentes: 40% (n = 19) de los preescolares presentaron maloclusiones y presencia de trastornos del habla y 42% (n = 13) no tuvieron maloclusiones, pero sí trastornos en el habla. Conclusiones. La prevalencia de maloclusiones y de trastornos del habla en los preescolares en esta comunidad se considera un problema de salud.
Background. In regard to conditions of the oral cavity in children, malocclusions occur with a prevalence of 60%, whereas the most common speech disorder among school-age children are the changes in pronunciation known as dyslalias, with a prevalence of 70%. The aim of this study was to describe the prevalence of malocclusions and speech disorders in a 4- to 6-year-old preschool population in eastern Mexico City. Methods. We performed an observational, prospective, cross-sectional and descriptive study. Clinical assessment of malocclusion was performed at the base of the terminal planes and the diagnosis of speech disorders was made using the test of Melgar, considering the categories with and without speech disorders. Results. Data were processed using SPSS v.11 and descriptive statistics were obtained from the study variables. The results allowed the observation that the revised total number of preschool-age children, 61% (n = 48) presented malocclusions, whereas speech disorders occurred in 42% (n = 39). In our study, however, no association was demonstrated between malocclusions and speech disorders. Both conditions were present and 40% (n = 19) of preschool-age children showed the presence of malocclusions and speech disorders; 42% (n = 13) had no malocclusions but demonstrated speech disorders. Conclusions. The prevalence of malocclusion and speech disorders in preschool-age children in this community is considered as a health problem.
RESUMO
Considerando que o contexto econômico influencia o brincar de crianças, este trabalho teve por objetivo analisar as diferenças entre os brinquedos utilizados por crianças de duas diferentes classes socioeconômicas. Os dados foram coletados junto a 50 mães de crianças com idade entre três e seis anos, metade pertencentes à classe econômica A2 (Grupo 2), e a outra metade pertencente à classe econômica D (Grupo 1), segundo o Critério Brasil. Os resultados apontam para a existência de diferenças significativas quanto ao uso do computador (p=0,000), jogos de tabuleiro (p=0,023), jogos de armar (p=0,042) e jogo de botão (p=0,012), mais presentes no Grupo 2, e quanto ao uso de brinquedos de corda (p=0,005), brinquedos de sucata (p=0,000) e pular corda (p=0,021), mais presentes no Grupo 1. Os resultados sugerem certa influência socioeconômica no brincar de crianças pré-escolares.
Assuming that the economic context influences children's play, this study aimed to examine the differences between toys used by children from two different socio-economic classes. Data collection was carried out with 50 mothers of children from three to six years old. According to Critério Brasil, half of the participants belonged to economic level A2 (Group 2) and the other half to economic level D (Group 1). Results indicate that there are significant differences between the use of computers (p=0.000), board games (p=0.023), games of arm (p=0.042), button soccer (p=0.012), more used by Group 2 and the use of clockwork toys (p=0.005), scrap toys (p=0.000) and jump rope (p=0.021), which were more present in Group 1. Results suggest that socioeconomic levels influence playing behaviors of preschooler children.
Considerando que el contexto económico afecta el juego de los niños, este estudio tuvo como objetivo examinar las diferencias entre los juguetes utilizados por niños de dos diferentes clases socioeconómicas. Los datos fueron recogidos en un cuestionario aplicado a 50 madres con niños entre las edades de tres y seis años, siendo la mitad del nivel económico A2 y la otra mitad del nivel económico D según Criterio Brasil. Los resultados apuntan a la existencia de diferencias significativas en relación con el uso de ordenadores (p=0000), juegos de mesa (p=0023), juegos de brazo (p=0042), juego de botón (p=0012), más actual en el Grupo 2 y el uso de los juguetes de cuerda (p=0005), juguetes, chatarra (p=0000), saltar la cuerda (p=0021), más presente en el Grupo 1. Los resultados indican cierta influencia socioeconómica en los juegos de niños preescolares.