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1
Teng, Yu-wai Alice. "Children health center." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25948568.
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鄧如慧 and Yu-wai Alice Teng. "Children health center." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31983054.
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Chau, Ka-kin Helen. "An oasis for children nursery and daycare centre in Victoria Park /." Click to view the E-thesis via HKUTO, 1999. http://sunzi.lib.hku.hk/hkuto/record/B31984459.
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Thesis (M.Arch.)--University of Hong Kong, 1999.Includes special report study entitled : Child's cognition of space. Content page of Thesis report missing. Includes bibliographical references. Also available in print.
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Bodnovich, Kara Lynn. "The relationship between preschoolers academic self-esteem and the quality of their child care center." Morgantown, W. Va. : [West Virginia University Libraries], 2002. http://etd.wvu.edu/templates/showETD.cfm?recnum=2331.
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Thesis (M.S.)--West Virginia University, 2002.Title from document title page. Document formatted into pages; contains vi, 49 p. Vita. Includes abstract. Includes bibliographical references (p. 36-37).
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Witt, Kendra Elizabeth Marie. "Evaluation of a nutrition program targeting child care centers." To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2008. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.
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Davis, David C. (David Carlton). "Four Types of Day Care and their Effects on the Well-Being of Children." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc279199/.
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Data gathered from Tyler, Texas, the University of North Texas, and the National Survey of Families and Households (NSFH) were used to compare children from commercial, home, church, and university based day care with children not attending day care. The research group, comprised of children attending day care (N=142), were located using non-probability sampling; those not in day care (the control group) came from the NSFH (N=1775). Data from the research group were weighted to match the control group. The independent and control variables included the child's age, length of time in day care, intellectual functioning; the parent's marital status and social class; the day care's staff to child ratio and the staff's training. All data, except that pertaining to the facility itself, were gathered from the children's parents using a self-report questionnaire. The remaining data were gathered through personal interview by the researcher. The dependent variable was an index of emotional and behavioral problems reported for the child. Overall, children who attended day care had only slightly more problems reported than those who did had not attended day care. When each center was examined separately, the children in home centers had the greatest number of problems, followed by the commercial centers and university center, with children from the church centers scoring the lowest. In contrast to earlier research, intellectual functioning was not enhanced by the day care experience. While the staff's training had a statistically significant relationship to the children's well-being, no relationship was found for the staff to child ratio. Further research on the impact of other characteristics of each type of day care is recommended.
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Chau, Man-ki Mabel. "Integration of the preschool disabled children : an analysis of the concept with reference to integrated child care centre services /." [Hong Kong : University of Hong Kong], 1986. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12325740.
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Lau, Sau-ching Helen. "A survey of current assessment practices in the day nurseries : some challenges and opportunities for portfolio assessment." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35544545.
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Valuntonienė, Jurgita. "Vaikų dienos centras kaip ugdymo institucija (Belgijos) patirtis." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2005. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2005~D_20050615_132420-59494.
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A concluding thesis by Jurgita Valuntonienė, postgraduate of Vilnius Pedagogic University, Social Pedagogy Department, named “Children Day Care Center as an educational institution (its experience in Belgium)”. Day Centers offer care for children during the day time and other additional services in order to satisfy the main children’s needs which are not given by the family. The other aim is to support the family by developing maternity and paternity skills and put them into practice at home.
Children Day Care Centers and their activities in Lithuania prevent children from negative social conditions, satisfy their needs and give a possibility for a family to get some social services. It can be stated that services provided for children and their families at Day Care Centers conform to alternative ward ship.
It is gradually being tried to improve the activity of Children Day Care centers and to enlarge the number of services it can offer. One of the Children Day Care center’s priorities is the qualification of its workers. But after the comparison of analogical centers in Belgium and in Lithuania, it was noticed that our country has less volunteers willing to offer their help and work in these institutions.
Furthermore, after the comparative analysis it was evident that age interval of children who use the service of these institutions is much wider in Belgium than in Lithuania (from 3 to 14 years). The service of these centers is payable in Belgium even though the price... [to full text]
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Lum, Yat-sang. "A study of the contribution of the integrated child care centres to the development of social adaptive behaviour of disabled children /." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13744549.
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Bauer, Brooke. "Nutritional assessment of children enrolled in a structured childcare setting." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002bauerb.pdf.
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Maxey, Win. "Gestalt therapy approaches with aggressive children in a day care setting." Thesis, Virginia Tech, 1987. http://hdl.handle.net/10919/45822.
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This research study was designed to evaluate whether or not Gestalt therapy approaches could be used effectively when intervening with aggressive acts in a day care setting. Five focus children were observed at timed intervals as to whether or not they were aggressive, how the caretaker intervened, and how the children responded to the caretaker intervention. After a baseline of aggressive acts was established, caretakers were trained to use Gestalt therapy intervention methods. Comparisons were made to establish whether there were fewer aggressive acts after Gestalt therapy intervention methods were used and if the children responded more positively to these intervention methods. This study suggests that Gestalt therapy intervention methods could be used in a day care setting to effectively deal with childrenâ s aggression.
Master of Science
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Tashima, Nair Toshiko [UNESP]. "Estudo clássico e molecular de Giardia lamblia isolada de uma população infantil da região de Presidente Prudente-SP/Brasil." Universidade Estadual Paulista (UNESP), 2007. http://hdl.handle.net/11449/100128.
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Made available in DSpace on 2014-06-11T19:30:28Z (GMT). No. of bitstreams: 0
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tashima_nt_dr_arafcf.pdf: 1639832 bytes, checksum: 4ebbfa8c2c4802ba76fbdfe822f9a1f3 (MD5)Universidade Estadual Paulista (UNESP)
O estudo epidemiológico da giardíase empregando técnicas moleculares, como o RAPD (Randomly Amplified Polimorphic DNA), fornece subsídio para identificação dos fatores de transmissão da G. lamblia. Este trabalho teve como objetivo estudar a epidemiologia da G. lamblia em uma creche infantil de Presidente Bernardes, SP, Brasil, no ano de 2006, por meio de um inquérito epidemiológico e tipagem molecular das cepas isoladas empregando a técnica de RAPD. A análise dos perfis genéticos obtidos foi realizada com auxílio de um dendrograma de similaridade obtido pelo programa Gel Compar II versão 2.0 para Windows (Applied MATHS). Foram realizados exames parasitológicos de fezes de 101 crianças freqüentadoras da creche infantil. A partir desses exames, 15 amostras que apresentavam cistos de G. lamblia foram purificadas para posterior extração do DNA. Os pais e irmãos das 15 crianças parasitadas, assim como os cães de estimação e também dos funcionários da creche tiveram suas fezes coletadas para posterior exame parasitológico. Das mesmas extraíram-se DNA das amostras que apresentavam cistos de G. lamblia. Entre as 31 amostras positivas para G. lamblia obtida entre as crianças e seus respectivos pais e irmãos, concluiu-se que a transmissão do parasita ocorreu entre as crianças provavelmente no convívio da creche, mas não no convívio familiar.
Epidemiological studies on giardiasis by using molecular techniques such as RAPD (Randomly Amplified Polymorphic DNA) give information on factors related to the transmission of G. lamblia. The aim of this work was to assess the G. lamblia epidemiology in a day care center in Presidente Bernardes, SP, Brazil, in 2006, by means of an epidemiological inquiry and molecular typing of the isolated strains by using the RAPD technique. The genetic profiles were analyzed by means of a dendrogram of similarity obtained with the software Gel Compar II v. 2.0 for Windows (Applied MATHS). Parasitological examinations were made on feces samples taken from 101 children attended in the day care center. After examinations, 15 samples that presented G. lamblia cysts were purified for further DNA extraction. The respective relatives and brothers of the 15 children, in addition to their pets and the day care center s workers had their feces collected for further parasitological examination. Samples in which G. lamblia cysts were found were also submitted to DNA extraction. Among the 31 samples positive for G. lamblia obtained from the children and their respective parents and brothers, it was concluded that the transmission of the parasite occurred between children probably during the cohabitation in the day care center, but not inside the family.
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Hampton, Enrica Omoyele. "Factors associated with the dismissal of young children (birth through five) from child care programs /." Thesis, Connect to this title online; UW restricted, 2008. http://hdl.handle.net/1773/7852.
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Plagenz, Victoria L. "The process that daycare providers use when caring for children with acute respiratory infections." Laramie, Wyo. : University of Wyoming, 2009. http://proquest.umi.com/pqdweb?did=1939307471&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.
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Galli, Megan M. "The effects of child care quality on preschoolers' sleep patterns." abstract and full text PDF (free order & download UNR users only), 2007. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1442875.
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Lines, Linda Rosalind. "The pattern, frequency and suitability of informal day care provision for pre-school children in Khayelitsha." Master's thesis, University of Cape Town, 1986. http://hdl.handle.net/11427/15666.
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Bibliography: leaves 265-271.The study was designed to investigate the structure and function of informal day care provision for pre-school children in Khayelitsha, but the inquiry succeeded in generating information beyond the original assignment. Data was gathered from interviews with active in the day care field and from local agencies meetings with residents in Khayelitsha, as well as from a field study carried out in Khayelitsha. A review of international and local literature was also undertaken. A brief history of black settlement in the Western Cape and an examination of their socio-cultural environment provided the necessary backdrop for the study. The field study involved systematic selection of 200 houses in Khayelitsha. Respondents completed a questionnaire administered by the investigator. The questionnaire furnished information on the use of day care and produced a profile of day carers and the services they offered. A similar questionnaire was used to collect information from the pre-school centre. Analysis of the data revealed that child rearing practices differed from those of technologically advanced societies, but they were not deficient! The findings demonstrated that parents preferred day care in the home setting to that of the school setting. The pattern of day care services accentuates the importance of mutual aid and kinship and social networks in the community. Day care arrangements tended to be stable and were provided predominantly by relatives, friends and neighbours. The frequency with which day care services were required, corresponded to the work commitments of the parents, and usually involved overnight care. The pre-school centre operated during the weekdays from 7.30 am to 4.30 pm, with after-school care frequently undertaken by older siblings. The findings reveal that day carers function as surrogate mothers and incorporate the children into their families. The data collected with regard to suitability of the service offered, relates to physical needs, emotional needs, discipline and promoting readiness for the future, and emphasizes the universal poverty that abounds in the area, but simultaneously highlights the importance of traditions and the resourcefulness of the people in transcending the culture of poverty and providing an enriching environment for the children. The recommendations draw attention to the need for finance, training and supportive services, but recognises the justified resistance of the community to initiatives from the State.
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Standish, Leisa Gaye. "The influence of quality day care on early academic achievement." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/969.
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Tashima, Nair Toshiko. "Estudo clássico e molecular de Giardia lamblia isolada de uma população infantil da região de Presidente Prudente-SP/Brasil /." Araraquara : [s.n.], 2007. http://hdl.handle.net/11449/100128.
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Orientador: Maria Jacira Silva SimõesBanca: João Aristeu da Rosa
Banca: Marcia Aparecida Silva Graminha
Banca: Antonio Fluminhan Junior
Resumo: O estudo epidemiológico da giardíase empregando técnicas moleculares, como o RAPD (Randomly Amplified Polimorphic DNA), fornece subsídio para identificação dos fatores de transmissão da G. lamblia. Este trabalho teve como objetivo estudar a epidemiologia da G. lamblia em uma creche infantil de Presidente Bernardes, SP, Brasil, no ano de 2006, por meio de um inquérito epidemiológico e tipagem molecular das cepas isoladas empregando a técnica de RAPD. A análise dos perfis genéticos obtidos foi realizada com auxílio de um dendrograma de similaridade obtido pelo programa Gel Compar II versão 2.0 para Windows (Applied MATHS). Foram realizados exames parasitológicos de fezes de 101 crianças freqüentadoras da creche infantil. A partir desses exames, 15 amostras que apresentavam cistos de G. lamblia foram purificadas para posterior extração do DNA. Os pais e irmãos das 15 crianças parasitadas, assim como os cães de estimação e também dos funcionários da creche tiveram suas fezes coletadas para posterior exame parasitológico. Das mesmas extraíram-se DNA das amostras que apresentavam cistos de G. lamblia. Entre as 31 amostras positivas para G. lamblia obtida entre as crianças e seus respectivos pais e irmãos, concluiu-se que a transmissão do parasita ocorreu entre as crianças provavelmente no convívio da creche, mas não no convívio familiar.
Abstract: Epidemiological studies on giardiasis by using molecular techniques such as RAPD (Randomly Amplified Polymorphic DNA) give information on factors related to the transmission of G. lamblia. The aim of this work was to assess the G. lamblia epidemiology in a day care center in Presidente Bernardes, SP, Brazil, in 2006, by means of an epidemiological inquiry and molecular typing of the isolated strains by using the RAPD technique. The genetic profiles were analyzed by means of a dendrogram of similarity obtained with the software Gel Compar II v. 2.0 for Windows (Applied MATHS). Parasitological examinations were made on feces samples taken from 101 children attended in the day care center. After examinations, 15 samples that presented G. lamblia cysts were purified for further DNA extraction. The respective relatives and brothers of the 15 children, in addition to their pets and the day care centers workers had their feces collected for further parasitological examination. Samples in which G. lamblia cysts were found were also submitted to DNA extraction. Among the 31 samples positive for G. lamblia obtained from the children and their respective parents and brothers, it was concluded that the transmission of the parasite occurred between children probably during the cohabitation in the day care center, but not inside the family.
Doutor
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Petraitienė, Sigita. "Streptococcus pneumoniae strains in the nasopharynx of preschool children- survey of Vilnius day care centers attendants." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2009. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2009~D_20091202_112124-83916.
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Streptococcus pneumoniae, or pneumococcus, is Gram-positive, alpha-hemolytic, bile soluble diplococcus aerotolerant anaerobe and a member of the genus Streptococcus (phylum Firmicutes). Streptococcus pneumoniae (S.pneumoniae) is known in medical microbiology as the pneumococcus. It has a polysaccharide capsule that acts as a virulence factor for the organism; more than 90 different serotypes are known, and these types differ in virulence, prevalence, and extent of drug resistance.
Streptococcus pneumoniae is a normal inhabitant of the human upper respiratory tract. The serotype distribution among nasopharyngeal carriage isolates varies by country, age-group, origin, type of cohort. Pneumococcal disease will not occur without preceding nasopharyngeal colonization with the homologous strain. In addition, pneumococcal carriage is believed to be an important source of horizontal spread this pathogen within the community. Because the highest frequency of the pneumococcal colonization and the highest crowding index are found in young children, this risk group is thought to be the most important vector for horizontal dissemination of pneumococcal strains within the community. In Europe asymptomatic nasopharyngeal carriage of pneumococcal infection is 30% -60% and in Asia or Africa it is up to 98%. Carriage rate of different serotypes in the same population changes during the time.
S.pneumoniae is a common bacterial agent that causes a wide variety of infections including mucosal... [to full text]S.pneumoniae yra vienas dažniausiai sutinkamų bakterinių patogenų, sukeliančių ligas mažiems vaikams. S.pneumoniae, ypatingai atskirų jo serotipų, paplitimas, jautrumas antibakteriniams preparatams yra skirtingas įvairiose šalyse ir nuolat kinta. Pagrindinis S.pneumoniae infekcijos šaltinis – sveiki ikimokyklinio amžiaus vaikai, nešiojantys pneumokoką nosiaryklėje. Šio tyrimo tikslas – išanalizuoti S.pneumoniae nešiojimo nosiaryklėje dažnumą tarp sveikų ir dažnai sergančių kvėpavimo takų ligomis vaikų Vilniuje, nustatyti vyraujančius S.pneumoniae serotipus ir jų jautrumą antibakteriniams preparatams. Taip pat nustatyti dažno antibakterinių preparatų vartojimo įtaką pneumokokų nešiojimui nosiaryklėje, atskirų serotipų paplitimui, jautrumui antibakteriniams preparatams. Įvertinti gleivinių imuninį atsaką į pneumokokinę infekciją, pagal seilėse esančius imunoglobulinus. Išvados: 1. Nustatytas dažnas - apie 40% S.pneumoniae nešiojimas tirtų vaikų nosiaryklėse, vyrauja invazines ligas sukeliantys S.pneumoniae serotipai. 2. Jautrumas penicilino grupės antibakteriniams preparatams išlieka nekintantis ir sudaro 90% visų tirtų S.pneumoniae padermių. Jautrumas makrolidų grupės antibakteriniams preparatams palaipsniui mažėja, nuo 96% iki 82 %; tai susiję su dažnėjančiu naujos kartos makrolidų vartojimu. 3. Daugkartinis antibakterinių preparatų vartojimas neapsaugo nuo S.pneumoniae nešiojimo nosiaryklėje. 4. Vaikų gleivinių imuninis atsakas skirtingas atskiriems S.pneumoniae serotipams... [toliau žr. visą tekstą]
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Chau, Ka-kin Helen, and 周家建. "An oasis for children: nursery and daycare centre in Victoria Park." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31984459.
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Chau, Man-ki Mabel, and 周敏姬. "Integration of the preschool disabled children: an analysis of the concept with reference to integratedchild care centre services." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B31247581.
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Prill, Hollie Rae. "The quality of the family day care setting and its effects on children's social and cognitive play behaviors." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1670.
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Cai, Guihong. "Fungal DNA, Mould, Dampness and Allergens in Schools and Day Care Centers and Respiratory Health." Doctoral thesis, Uppsala universitet, Institutionen för medicinska vetenskaper, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-209597.
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Day care centers and schools are important environments for children, but few epidemiological studies exist from these environments. Mould, dampness, fungal DNA and allergens levels in these environments and respiratory health effects in school children were investigated in this thesis. In the day care centers studies, Allergen Avoidance Day care Centers (AADCs) and Ordinary Day care Centers were included. One third of the Swedish day care centers had a history of dampness or mould growth. Total fungal DNA levels were positively associated with risk construction buildings, reported dampness/moulds, rotating heat exchangers, linoleum floors and allergens (cat, dog, horse allergen) levels. The two school studies included secondary schools in Johor Bahru, Malaysia and elementary schools from five European countries (Italy, Denmark, Sweden, Norway, and France) (HESE-study). In Malaysia, 13 % of the pupils reported doctor-diagnosed asthma but only 4 % had asthma medication. The prevalence of wheeze in the last 12 months was 10 % in Malaysia and 13 % in the HESE-study. Cough and rhinitis were common among children in the HESE-study. There were associations between fungal DNA and reported dampness or mould growth. Fungal DNA levels and viable mould (VM) concentration in the classrooms were associated with respiratory symptoms (wheeze, rhinitis, cough, daytime breathlessness) in school children. In the HESE-study, associations were found between total fungal DNA, Aspergillus/Penicillium DNA and respiratory symptoms among children. Moreover, Aspergillus versicolor DNA and Streptomyces DNA were associated with respiratory symptoms in Malaysia and the HESE-study, as well as reduced lung function [forced vitality capacity (FVC) and forced expiratory volume in 1 second (FEV1)] among children in the HESE-study. In conclusion, fungal DNA and pet allergens were common in day care centers and schools and respiratory symptoms in school children were common. The associations between VM concentration and fungal DNA levels in the schools and respiratory health effects in school children indicated a need for improvement of these environments. Moreover, risk constructions should be avoided and buildings should be maintained to avoid dampness and microbial growth. Health relevance of microbial exposure and biodiversity needs to be further studied using molecular methods.
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Antunes, Michele Cristina Fonseca. "A tecnologia digital na integração creche-família." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-19042018-161152/.
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Esta pesquisa tem por objetivo geral analisar o uso da tecnologia digital para facilitar a integração creche-família. Foi desenvolvida de acordo com os pressupostos da abordagem qualitativa de pesquisa (FLICK, 2004; SEVERINO, 2007; LÜDKE e ANDRÉ, 1986) e, mais especificamente, como estudo de caso (YIN, 2005) a partir dos dados empíricos obtidos na creche municipal de São Bernardo do Campo/SP, onde a pesquisadora exerce o cargo de diretora escolar. As pesquisas teóricas sobre a Educação de crianças de 0 a 3 anos e sobre os usos da tecnologia digital nos contextos escolares buscaram situar os conceitos centrais que envolviam a proposta. A pesquisa empírica foi realizada por meio de questionário enviado a todas as famílias das crianças atendidas na creche e por entrevistas semi-estruturadas realizadas com mães/pais e professoras. Pela análise dos dados levantados, constatou-se que a maioria das famílias das crianças matriculadas na creche pesquisada tem acesso à internet, principalmente via telefone celular, e a utiliza diária ou semanalmente. Outra constatação foi de que são poucas as famílias que acessam o Blog da instituição para acompanhar o trabalho desenvolvido com seus filhos. Por outro lado, a maior parte das famílias, que respondeu ao questionário, afirmou que utilizaria ferramentas de comunicação via internet para se comunicar com a creche e sugeriu o aplicativo WhatsApp para potencializar a integração creche-família. Em termos de resultados, a pesquisa identifica que as famílias e professoras da creche estão imersas na cultura digital, fazem uso de dispositivos móveis e desejam usar esses dispositivos para interações frequentes com a creche a fim de, no caso das famílias, acompanhar virtualmente o desenvolvimento de seus filhos. Neste sentido, considera-se que a tecnologia digital pode facilitar e potencializar a comunicação e a integração entre creche e família e que as iniciativas de propostas para essa maior integração devem partir da equipe da creche.This researchs general goal is to analyze the use of digital technology to facilitate day care/family integration. It has been developed in consonance with the theoretical assumptions of the Qualitative Research approach (FLICK, 2004; SEVERINO, 2007; LÜDKE and ANDRÉ, 1986) and, more specifically, with the assumptions of the Case Study approach (YIN, 2005) applied on the empirical data obtained from the municipal day-care center of São Bernardo do Campo/SP, where this researcher holds the position of headteacher. Our theoretical researches about the Education of children under 3 years old and the uses of digital technology in school context aim to shed light on the main concepts that involve our general goal. The empirical research is based on a survey form sent to the families of all the children that attend the mentioned day-care center and on semistructured interviews with their parents and teachers. Through the analysis of the collected data, it has been possible to realize that the majority of those families have access to the internet, mainly through smartphones, and use it on a daily or weekly basis. Another realization the empirical analysis made possible was that few are the families that access the institutional Blog to keep up with the work developed with their children. On the other hand, the majority of the families who answered the survey said they would use internetbased communication tools to be in touch with the day-care center, and suggested that WhatsApp could improve the day care/family integration. In terms of results, this research shows that the families and daycare teachers are immersed in digital culture, make regular use of mobile devices and that the family wish to employ them on everyday interaction with the day-care center in order to keep up with their childrens development. Therefore, we consider that digital technology can facilitate and improve communication and integration between day-care center and families, and such initiatives should come from the daycare staff.
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Kaarme, Johan. "A world inside : Gastrointestinal microbiota in healthy Swedish children at day care centers and aspects on antibiotic resistance, enteric pathogens and transmission." Doctoral thesis, Uppsala universitet, Institutionen för kvinnors och barns hälsa, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-310335.
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Antibiotic resistance is a growing threat to human health and is defined by the World Health Organization as a crisis that must be managed with the utmost urgency. Antibiotic resistant bacteria increase both mortality and morbidity and have a great impact on the global economy. Resistance is not confined to human health care, but is present also among animals and in our environment at large. Indeed, resistant bacterial strains have now been found in virtually all parts of the world, even in locations without direct human contact. The human gastrointestinal tract is populated by a complex, dynamic, diverse and highly interactive collection of microorganisms, including bacteria, archaea, fungi, yeasts and viruses, which constitutes our gastrointestinal microbiota. This microbiota is an important reservoir of resistance genes (our gastrointestinal resistome) and a “melting pot” for transfer of resistance genes between microbes, including potential pathogens. In this thesis I investigated the prevalences of two clinically important kinds of antibiotic resistance: extended-spectrum β-lactamases (ESBL) and vancomycin-resistant enterococci (VRE), as well as asymptomatic carriage of potential enteropathogens among healthy preschool children in Uppsala. Fecal samples from unidentified, individual diapers were collected in 2010 (125+313 samples) and in 2016 (334 samples). In addition, 204 environmental samples from the children’s preschools were collected in autumn 2016. A prevalence of 2.9% ESBL-producing Enterobactericeae was demonstrated in the first samples from 2010. No VRE were found and the occurrence of enteropathogens were reassuringly low. Results on ESBL prevalence in 2016 and transmission of resistance between children will be presented when the manuscript is published and at the dissertation.
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Dahm, Pamela Susan. "Communication and socialization skills of three year olds with a history of language delay." PDXScholar, 1989. https://pdxscholar.library.pdx.edu/open_access_etds/3868.
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The purpose of this study was to compare receptive language, expressive language, and socialization skills of preschool children who have a history of expressive language delay (ELD) with age mates who have a history of normal language development.
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Oliveira, Denisy Marques Mendanha de. "Detecção e caracterização de calicivírus em amostras fecais de crianças frequentadoras de creche em Goiânia, Goiás." Universidade Federal de Goiás, 2013. http://repositorio.bc.ufg.br/tede/handle/tede/5525.
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The calicivirus (CV) are important etiologic agents of acute gastroenteritis, affecting people of different ages and in various parts of the world. The present study aimed at the detection and molecular characterization of caliciviruses - norovirus (NoV) and sapovirus (SaV) - from fecal samples from children attending a daycare in Goiânia, Goiás. Were collected and analyzed 539 fecal samples 56 children from October 2009 to October 2011. The viral detection and genotyping was done by polymerase chain reaction post-transcription (RT-PCR) and by genomic sequencing using primers designed for partial regions of the viral capsid. From the 56 children participants of the study, 29 (51.8%) had at least one positive sample for CV during the study period. Positive children, 21 (37.5%) had at least one sample for NoV, 16 (28.6%) for SaV and eight (14.3%) positivity to both the virus. The CV were detected in children of both genders, and a higher positivity rate was detected among children aged 13 to 24 months, when compared to the other age groups. A significantly higher positivity for CV was observed in samples from asymptomatic children, and a defined seasonality pattern was not detected for these agents. In terms of molecular characterization for NoV the circulation of samples GII.6, GII.2, GII.1, GII.4, GI.1 and GI.7 was observed, whereas for SaV samples were detected GI.1 and GI.3. During the study period five outbreaks took place, being three of NoV, GII.6, GII.2 and GII.1, two SaV GI.1 and GI.3. Two children presented by prolonged NoV excretion, one for two months and another for 23 days. Twelve (20.4%) children had more than infection for NoV and / or SaV. This study showed circulation of CV at the daycare, a higher rate of infection in asymptomatic children, and prolonged de NoV excretion, which may have contributed to the occurrence of outbreaks and to the dissemination of these agents in such environment.
Os calicivírus (CV) são importantes agentes etiológicos da gastroenterite aguda, acometendo pessoas de diversas idades e em várias partes do mundo. O presente estudo teve como objetivo a detecção e caracterização molecular de amostras de calicivírus - norovírus (NoV) e sapovírus (SaV) - provenientes de amostras fecais de crianças frequentadoras de uma creche em Goiânia, Goiás. Foram coletadas e analisadas 539 amostras fecais de 56 crianças no período de outubro de 2009 a outubro de 2011. A detecção viral e genotipagem foi feita pela reação em cadeia pela polimerase pós-transcrição (RT-PCR) e por sequenciamento genômico, utilizando iniciadores desenhados para regiões parciais do capsídeo viral. Das 56 crianças participantes do estudo, 29 (51,8%) apresentaram pelo menos uma amostra positiva para CV durante o período do estudo. Das crianças positivas, 21 (37,5%) apresentaram pelo menos uma amostra para NoV e 16 (28,6%), para SaV, sendo que 8 (14,3%) apresentaram positividade para ambos os vírus. Os CV foram detectados em crianças de ambos os gêneros, sendo observada uma maior positividade entre as crianças com idade entre 13 a 24 meses. Foi observada ainda detecção significativamente maior nas crianças assintomáticas não tendo sido observado padrão definido de sazonalidade para esses agentes. Em termos da caracterização molecular para NoV, foi observado circulação de amostras GII.6, GII.2, GII.1, GII.4, GI.1 e GI.7 enquanto que para SaV as amostras detectadas foram GI.1 e GI.3. Durante o período do estudo foi observado a ocorrência de cinco surtos sendo três deles por NoV, amostras, GII.6, GII.2 e GII.1, e dois por SaV, GI.1 e GI.3. Duas crianças apresentaram excreção prolongada por NoV, uma por dois meses e outra por 23 dias. Doze (21,4%) crianças apresentaram mais de uma infecção por NoV e/ou SaV. Este estudo mostrou circulação de CV no ambiente de creche, maior índice de infecção em crianças assintomáticas, além de excreção prolongada de NoV, o que pode ter contribuído para a ocorrência de surtos e a disseminação destes agentes naquele ambiente.
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Lau, Sau-ching Helen, and 劉秀清. "A survey of current assessment practices in the day nurseries: some challenges and opportunities for portfolio assessment." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35544545.
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Lymbery, Jennifer Ann Walters. "Giardia and cryptosporidium infection in childcare centres in Western Australia." Murdoch University, 2004. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20070327.94029.
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Giardia and Cryptospovidium are both recognised as important causes of infectious diarrhoea in children worldwide, and childcare centres have been shown to be a major site of infection. The incidence of infectious diarrhoea in children attending childcare centres has been estimated at between two to five times greater than in children cared for at home. Both Giardia and Cryptospovidium have a faecal-oral route of transmission that facilitates their spread in childcare environments, but can also be interrupted through the use of efficient hygiene protocols such as handwashing. Despite their importance as causes of infectious diarrhoea, there are no data on the prevalence or transmission dynamics of these parasites in Australian childcare centres.
The present study was designed to determine the prevalence and incidence of both Giardia and Ciyptosporidium in children attending childcare centres in Perth,Western Australia. Data were collected on asymptomatic infection, seasonal trends, the transmission dynamics of the parasites and risk factors for infection. The second part of the study involved the development, implementation and evaluation of a health intervention package designed to interrupt the transmission of causative organisms of infectious diarrhoea in childcare centres. This intervention was based on appropriate and effective handwashing.
Over a period of 23 months, 1 172 faecal samples were collected from non-toilet-trained children (n=306) attending 14 childcare centres in Perth, Western Australia. Where possible, family and contacts of infected children were also sampled to determine the dynamics of infection in the community. Information on syrnptomology of infections and risk factors for infection was obtained by the administration of a questionnaire to parents of all the children in the study.
Over all the childcare centres in the study, 7.8% of children were positive for Giardia and 10.8% were positive for Cryptosporidiunz. Of these, 37.5% of the Giardia-positive children returned positive samples on two to four occasions, but not always consecutively, suggesting either continuous or repeated infection with the parasite. Only 12% of children who were Cryptosporidiurn-positive were infected for two consecutive months.
The major findings of this study included a significant seasonal peak in the prevalence of both Giardia and Cryptosporidium, with 50% of Giardia and 73% of Cryptosporidiurn infections occurring during the autumn months of March, April and May, and a high proportion of asymptomatic Giardia infections (45%), compared with only 13.5% of asymptomatic Cryptosporidiurn infections.
There was evidence for the transmission of both Giardia and Cryptosporidium infections to household contacts of infected children. Of the children who were found to be positive, faecal samples were also collected from 28 family members of those children with Giardia and from 14 family members of those with Cryptosporidiunz. Of these, 17.9% family members of the children with Giardia and 28.6% of family members of the Cryptosporidiuin children returned positive faecal samples. The only significant risk factor for Giardia infection was the number of adults living in the household, with infection more likely to occur in children who had a greater number of adults in the household. Significant risk factors for Clyptosporidium infection included the age of the child: the mean age of the positive children (20.6 months) was higher than in the negative children (16.6 months), and the length of time enrolled at the centre. Children who were positive had attended for a longer time than those who were negative (1 1.2 and 7.8 months respectively).
These results have important implications for the control of infection with these organisms, both within and beyond childcare centres. Since these parasites can be readily transmitted by an asymptomatic carrier, the high percentage of asymptomatic cases in this study, particularly of Giardia, strengthens the argument for health interventions which are directed at interrupting the trailsmission of the parasite.
A health intervention programme was developed that focused on handwashing procedures and was targeted at the carers, the children and the parents of the children in the centres. It was designed to be a low-cost programme both financially, and in the time and effort required to implement the programme within the childcare centre, to enhance compliance with the intervention. The success of the programme in changing the knowledge, attitudes and practices of carers was evaluated through a pre- and posttest questionnaire. This showed that the programme successfully improved the knowledge of the carers in the test centres in several important areas of infection control. These included knowledge about specific organisms causing infectious diarrhoea in childcare centres, transmission of these by asymptomatic individuals and increased knowledge about effective handwashing technique. Because it has been repeatedly shown that increased knowledge does not always translate into improved practices, and that interventions are not always successful in maintaining an improvement in the desired practices, a subjective evaluation was also performed. This was designed to determine how effective the intervention was perceived to be by the carers themselves, and whether they would continue to use the intervention over time. The results showed that the majority of the carers (>88%) found the intervention appropriate and useful in teaching both the carers and the children within the centres, the importance of handwashing. Twelve months after the intervention had first been implemented, 57% of the centres in the study were still using the intervention at least once per month and a further 2996, while using it less than this, still continued to use it occasionally. This is important information, since an intervention can only be useful if it is actually being used.
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Lum, Yat-sang, and 林一星. "A study of the contribution of the integrated child care centres to the development of social adaptive behaviour of disabled children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31249516.
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Fernandez, Mary Elizabeth Poteet. "A survey study of entry transition practices used by teachers of infants and toddlers." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4710/.
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This study identified transition practices used by teachers and/or primary caregivers of infants and toddlers when entering child care programs across Dallas , TX . Participants completed the Program Entry Transition Practices Survey regarding their use of transition practices in fall 2003 and perceived barriers to entry transition practices. Results show frequency tallies, percentages of use for each transition practice, and the mean number of practices used for the entire sample and with the sample split according to participants from profit and non-profit programs. Results were also organized into four subscales based on the type of practice used. Results supported the hypothesis that teachers and caregivers would report more transition practices occurring after beginning care and directed towards a group than those occurring before beginning care and directed towards an individual. In response to the broader research question regarding barriers: Teachers and caregivers from profit and non-profit centers reported similar barriers to implementing transition practices.
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Lynch, Jamie M. "Creating enriching, comforting, and healthy environments for toddlers." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006lynchj.pdf.
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Lyne, Mark. "Exposure assessment of traffic-related pm10 pollution in outdoor play areas of early childhood centres." Click here to access this resource online, 2008. http://hdl.handle.net/10292/413.
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This thesis seeks to assess the exposure of children in outdoor play areas of early childhood centres in Auckland City to traffic-related PM10 pollution. An estimated 400 premature deaths occur each year in New Zealand due to motor vehicle emissions. In addition to premature deaths, acute and chronic health effects including asthma, chronic obstructive pulmonary disease (COPD), heart disease and bronchitis, as well as increased hospitalisations and restricted activity days (sick days) are also associated with vehicle emissions. Epidemiological studies have shown that respiratory diseases such as asthma can be exacerbated by increases in the concentration of particulates of less than 10 microns in diameter (PM10) from motor vehicle emissions. Significant positive associations have been found between proximity to heavily travelled roads and increased childhood respiratory disease symptoms including hospitalisations for childhood asthma. In spite of this evidence, many early childhood centres in Auckland are located adjacent to busy roads. Children at these early childhood centres spend much of their time playing in the outdoor areas of these centres with the potential for particulates from motor vehicle emissions to exacerbate symptoms in those children already suffering from respiratory disease and asthma. Very little research has been carried out either in New Zealand or internationally on the air quality of outdoor play areas of early childhood centres in relation to motor vehicle emissions and childhood respiratory disease and asthma. The extent of monitoring is also limited and the amount of exposure data available in New Zealand relatively sparse, particularly in comparison with Europe. Levels of traffic-related PM10 in the outdoor play areas of early childhood centres were measured in centres located adjacent to busy roads and in centres away from a quiet road or adjacent to a very quiet road for comparison. Two of five early childhood centres located alongside busy roads had PM10 levels that exceeded the World Health Organization (WHO) guideline value. While PM10 levels monitored at the other three centres located alongside busy roads did not exceed the WHO guideline value, results were often only marginally within this guideline value. In contrast, PM10 levels monitored at two centres located away from a quiet road and one centre located adjacent to a very quiet road were well within the WHO guideline value. This pilot study provides preliminary evidence that children attending early childhood centres located alongside busy roads have greater exposure to traffic-related PM10 pollution than those attending early childhood centres located away from a quiet road or adjacent to a very quiet road. If the link between PM10 exposure and health effects is causal, as suggested by epidemiological studies, then children attending early childhood centres proximal to busy roads are at a greater risk of respiratory illness than children attending early childhood centres adjacent to quiet roads. Further work is required to confirm the findings in this small sample of air quality around early childhood centres in a larger sample, and possibly to undertake an epidemiological study to confirm the link to health effects. Drawing on the precautionary principle, prudent territorial local authorities should be encouraged to introduce regulations ensuring that any new early childhood centres are located at a specified distance from major roads, and that information for parents, ongoing PM10 monitoring and processes for issuing PM10 advisories when limits are exceeded are available in existing early childhood centres that are adjacent to busy roads.
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Richardson, Gary A. "Senior adults mentoring parents of children enrolled in the weekday child care ministry of First Baptist Church, West Point, Mississippi." Theological Research Exchange Network (TREN), 1998. http://www.tren.com.
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Arredondo, Amigo Rosario, and Henríquez Andrea Mesias. "F.E.R. Day Care Center." Tesis, Universidad de Chile, 2015. http://repositorio.uchile.cl/handle/2250/136756.
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Tesis para optar al grado de Magíster en MarketingRosario Arredondo Amigo [Parte I], Andrea Mesias Henríquez [Parte II] -- Autor no envía autorización para el acceso a texto completo de su documento. [Parte II]
Este plan de marketing tiene como objetivo ofrecer un servicio como una alternativa de cuidado y formación para los niños de educación básica comprendida entre 1° a 5° básico, post jornada escolar, la cual habitualmente finaliza a las 15:00 horas. Su origen se basa en la necesidad actual que enfrentan las familias de clase media, donde ambos padres tienen un régimen laboral completo de 45 horas semanales, no flexible, situación que dificulta el cuidado de sus hijos en el hogar, y por parte de ellos mismos. Por otra parte no cuentan con asesora del hogar o no desean dejar a sus hijos al cuidado de personal no calificado para contribuir a su educación y desarrollo. Un dato a considerar es que la ocupación femenina a nivel nacional ha aumentado consistentemente de un 45,3% a un 48,4% al 2014, según datos arrojados por el INE en 2010. F.E.R. Day Care Center está enfocado a familias bi o monoparentales, profesionales pertenecientes a GSE C1 o C2, residentes en la comuna de Ñuñoa, que posean entre 25 a 50 años, casados, separados, madre o padre soltero, con hijos de entre 6 a 10 años, con horarios laborales poco flexibles y que en alguna oportunidad han pensado en dejar sus puestos de trabajo para quedarse al cuidado de sus hijos. F.E.R. Day Care Center estará ubicado en José Domingo Cañas 2480, Ñuñoa. Los Objetivos de este plan de marketing son: lograr el posicionamiento del centro en la comuna objetivo, en un periodo de 6 meses y obtener una cuota de participación de mercado del 0,77% en el plazo de un año. Para ello, la propuesta de valor de este plan de marketing tiene como objetivo crear un centro para niños y niñas en edad escolar de 6-10 años, basado en tres pilares Formación, Educación y Recreación, siendo un apoyo para la familia, entregando seguridad y calidad al servicio de los niños, con un horario de servicio ampliado, donde puedan aprovechar el tiempo y fortalecer sus habilidades y capacidades, además de entregar un apoyo en el proceso educacional. La estrategia será de enfoque en diferenciación y estará basada en fortalecer la relación con los consumidores y usuarios, a través de la experiencia del servicio.
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Kinnula, S. (Sohvi). "Hospital-associated infections and the safety of alcohol hand gels in children." Doctoral thesis, Oulun yliopisto, 2012. http://urn.fi/urn:isbn:9789514299001.
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Abstract Viral infections are common in childhood and a usual cause for hospitalization. Viruses are easily transmitted among children both in pediatric wards and in other child care facilities, like child day-care centers. Hand hygiene is an important part of prevention of the transmission of viruses. Since hospitalization times are getting shorter, hospital-associated infections often manifest after discharge. The aim of the study was to evaluate the magnitude of hospital-associated infections during and after hospitalization in pediatric wards with a focus on the effect of the ward structure. Data were collected during two periods of two years in the pediatric infectious diseases ward in Oulu University Hospital; data collection in the latter period was done using electronic follow-up methods. A two-year study period was also carried out in University Children’s hospital in Basel and in North Karelia Central Hospital in Joensuu. Paper questionnaires and electronic questionnaires were compared as methods of doing continuous surveillance of hospital-associated infections during and after hospitalization. The safety of alcohol-based hand gels in children’s use was studied using alcometer measurements after hand rub. Experiences on the use of alcohol-based hand gels in child day-care centers were collected by interviewing the personnel with questionnaires. Altogether 5.8 to 17.5% of hospitalized children (N=7046) got a hospital-associated infection; 65 to 93% of the infections became evident after discharge. The number of hospital-associated infections was lowest in wards where single rooms and cohorting based on infection etiology were used. Increased risk for hospital-associated infection was associated with young age, longer hospitalization time and a shared room. A higher response rate was achieved with electronic follow-up compared with questionnaires on paper, 84 vs. 61%. The costs of follow-up were €13.61 and €15.07 per patient in electronic and conventional follow-up, respectively. Electronic follow-up decreased annual expenses by 17.1%. Alcohol-based hand gels were found to be safe in children’s use, as no absorption was detected despite several contacts between hands and mucous membranes. Personnel in child day-care centers were active in using hand rubs and found them useful and easy to use. Earlier, there had been one incident with fire when using matches while hands were still wet with alcohol. The majority of hospital-associated infections in children become evident after discharge, and electronic follow-up is useful in evaluating their magnitude. The number of hospital-associated infections can be decreased with single room bedding and careful infection control. Alcohol-based hand gels are safe in children’s hand hygieneTiivistelmä Lapset sairastavat usein virusinfektioita, jotka ovat yleinen sairaalahoidon syy. Virukset leviävät herkästi lasten keskuudessa, lastentautien osastoilla ja lapsiryhmissä, kuten päiväkodeissa. Virusten leviämistä voidaan estää hyvällä käsihygienialla. Lyhyiden hoitoaikojen vuoksi osa virusten aiheuttamista sairaalainfektioista ilmenee vasta kotona. Tutkimuksen tarkoituksena oli selvittää sairaalainfektioiden määrä hoidon aikana ja kotiutuksen jälkeen sekä osastorakenteen vaikutus sairaalainfektioihin lastentautien osastoilla. Sairaalainfektioaineisto kerättiin Oulun yliopistollisen sairaalan lasten infektio-osastolla kahtena kahden vuoden jaksona, joista jälkimmäisessä käytettiin sähköistä seurantajärjestelmää. Lisäksi kahden vuoden aineistot kerättiin Pohjois-Karjalan keskussairaalan lastentautien osastolla ja Baselin yliopistollisen sairaalan lastenosastoilla. Paperikyselylomakkeilla ja sähköisesti tehdyn sairaalainfektioseurannan toteutusta verrattiin. Lisäksi tutkittiin alkoholikäsihuuhteiden käytön turvallisuutta lapsilla päiväkotiolosuhteissa. Alkoholin imeytymistä tutkittiin poliisin tarkkuusalkometrillä käsihuuhteen käytön jälkeen. Oulun kaupungin päiväkodeista kysyttiin käsihuuhteiden käyttökokemuksista kyselylomakkeilla. Sairaalainfektion sai 5,8-17,1 % sairaalassa hoidetuista lapsista (N=7046). Infektioista 65-93 % tuli oireisiksi kotiutuksen jälkeen. Sairaalainfektioiden määrä oli pienin osastoilla, jossa käytettiin yhden hengen huoneita ja potilaiden kohortointia taudinaiheuttajan mukaan. Sairaalainfektion riskiä lisäsivät lapsen nuori ikä, pitkä sairaalahoitoaika ja jaettu potilashuone. Sähköisessä sairaalainfektioseurannassa oli parempi kotiutuksen jälkeinen vastausprosentti kuin paperilomakkeilla, 84 % vrt. 61 %. Potilasta kohden kuluja tuli sähköisessä seurannassa 13,61 euroa ja paperilomakkeilla tehdyssä seurannassa 15,07 euroa. Sähköisen seurannan käyttö laski vuosikuluja 17,1 %. Alkoholikäsihuuhteiden käyttö todettiin turvalliseksi lapsilla. Useista limakalvokontakteista huolimatta käsihuuhteen käytön jälkeen alkoholia ei imeytynyt verenkiertoon. Käsihuuhteiden käyttö päiväkodeissa on aktiivista, ja henkilökunta koki sen helpoksi ja hyödylliseksi. Aiemmin oli tapahtunut yksi vaaratilanne tulen kanssa tulitikkua sytytettäessä käsien ollessa vielä käsihuuhteesta märät. Lasten sairaalainfektioista suuri osa ilmenee kotiutuksen jälkeen, ja näiden infektioiden määrää voidaan arvioida sähköisellä seurantajärjestelmällä. Sairaalainfektioiden määrää voidaan vähentää käyttämällä yhden hengen huoneita ja huolehtimalla hyvästä hygieniasta. Alkoholihuuhteiden käyttö lasten käsihygieniassa on turvallista
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Rossi, Edna Donizeti Castro. "Prevalência de parasitos intestinais em crianças de uma creche pública na cidade de São José do Rio Preto, São Paulo." Faculdade de Medicina de São José do Rio Preto, 2011. http://bdtd.famerp.br/handle/tede/168.
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Previous issue date: 2011-06-27We present here the frequency of intestinal protozoan and helminth infections in children group (0 to 7 years) and investigate their correlation with diarrhea and sociodemographic characteristics by collecting 100 stool samples from municipal day care center in São José do Rio Preto, State of São Paulo. All specimens were processed according Hoffman-Pons-Janner and Faust parasitological methods. Of the analyzed children we verified a prevalence of intestinal parasitism in 49.0%. The point prevalence of single protozoan infections was 37.0% for Giardia lamblia, for 2.0% Entamoeba coli and 2.0% for Endolimax nana. Only one child presented the associated infections of Ancilostomatidae and G. lamblia. Consumption of food outside of daycare center and home was significantly associated with presence of one or more parasite in stool sample. Significant association was also demonstrated between enteroparasitosis and age. It was observed that G. lamblia and Ancilostoma sp. are more prevalent in children from 1 to 2 years. The results show no significant association between the presence of parasites and diarrhea. Thus, we can observe that intestinal parasites still represent a public health problem in Northeast region of São Paulo State, Brazil, especially among children and in area where the socioeconomic conditions are less favorable.
Apresentamos aqui a freqüência de protozoários intestinais e infecções por helmintos no grupo de crianças (0-7 anos) e investigamos sua correlação com a diarréia e as características sócio-demográficas, coletando 100 amostras de fezes em uma creche do município de São José do Rio Preto, Estado de São Paulo. Todos os espécimes foram processados de acordo com os métodos parasitológicos de Hoffman-Pons-Janer e Faust. Das crianças analisadas, verificamos uma prevalência de parasitoses intestinais em 49,0%. A prevalência de infecções simples por protozoários foi de 37,0% para Giardia lamblia, de 2,0% para Entamoeba coli e de 2,0% para Endolimax nana. Apenas uma criança apresentava as infecções associadas de Ancilostomídeos e G. lamblia. O consumo de alimentos fora da creche e lar foi significativamente associado com a presença de um ou mais parasito em amostra de fezes. Associação significativa também foi demonstrada entre enteroparasitoses e idade. Observou-se que G. lamblia e Ancilostomídeo foi mais frequente em crianças de 1 a 2 anos. Os resultados não mostraram associação significativa entre a presença de parasitos e diarréia. Assim, podemos observar que as parasitoses intestinais ainda representam um problema de saúde pública na região Nordeste do Estado de São Paulo, Brasil, especialmente entre crianças e na área onde as condições sócio-econômicas são menos favoráveis.
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Visockytė, Gerda. "Vaikų dienos centrų vaidmuo tenkinant mokinių specialiuosius ugdymosi poreikius." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2011. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2011~D_20110201_092030-38525.
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Magistro darbe analizuojamas vaikų dienos centrų vaidmuo tenkinant mokinių specialiuosius ugdymosi poreikius.
Tyrime dalyvavo 109 dalyviai: 60 Šiaulių miesto bendrojo lavinimo mokyklų pedagogų, 40 Lietuvoje veikiančių vaikų dienos centrų darbuotojų, 5 Šiauliuose įsikūrusio dienos centro ugdytiniai, 3 minėto dienos centro ugdytinių tėvai (globėjai) ir specialioji pedagogė.
Anketinės apklausos metodu siekta išsiaiškinti, bendrojo lavinimo mokyklų atstovų žinių pobūdį apie vaikų dienos centrus ir požiūrį į juose vykdomą veiklą bei galimą bendradarbiavimą. Taip pat, tirta Lietuvje veikiančių dienos centrų darbuotojų nuomonė, apie jų įstaigų veiklą, siūlomas paslaugas, pagalbos pobūdį. Siekta įvertinti vaikų dienos centrų teikiamų paslaugų įvairovę ir kryptingumą mokyklinio amžiaus vaikams ir jų tėvams. Užsibrėžta išsiaiškinti, kiek vaikų dienos centrus lankančių mokinių turi specialiųjų ugdymosi poreikių.
Interviu apklausa tirta specialiųjų ugdymosi poreikių turinčių mokinių bei jų tėvų nuomonė apie dienos centrus ir juose teikiamas paslaugas. Taip pat, siekta atskleisti vaikų dienos centro, kaip papildomo resurso, tenkinant specialiųjų ugdymo(si) poreikių turinčių mokinių poreikius galimybę.
Tyrimu nustatyta, kad didelė dalis mokyklų pedagogų mažai domisi vaikų užimtumu po pamokų, nežino, ar jų klasės ugdytiniai lanko dienos centrą. Pripažįstamas informacijos apie vaikų dienos centrus trūkumas. Labiau pabrėžiamas teigiamas vaikų dienos centrų vaidmuo mokinių užimtumo ir ugdymo... [toliau žr. visą tekstą]The Master‘s thesis analyses the role of day care centers in meeting needs of pupils with special educational needs. To reach the result, was used questinnaire method. 109 people were involved in researc: 60 school pedagogues from Siauliai, 40 day care center specialists from all over Lithuania, 5 pupils from the day care center of Siauliai, 3 patents and a special needs educator who works in the same day care center. The main task of the questinnaire method was to find out the schools of general education knowledge of the nature of the child day care centers, and they approach to their current activities and possible cooperation. Also to find out the day care center specialist opinion about their institutions, the services offered and the nature of assistance. The objective was to assess the children's day care centers for the various services provided and the orientation of school-age children and their parents. Aims to determine the number of children attending day care centers to students with special educational needs. Interview Survey were studied the special needs students and their parents' views on a day care center and its services. It also aimed to reveal the child day care center as an additional resource to meet the needs of special education (learning) needs of students with access needs. The study found that a large part of the school teachers have little interest in children's after-school jobs, do not know whether the class of learners attending day care... [to full text]
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Svensson, Lembke Mattias. "Tokyo intergenerational day care center." Thesis, KTH, Arkitektur, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-122911.
Full textAbstract:
Japan is facing a great demographic shift, where by 2050 more than 40% of it's inhabitants will be over the age of 65 years. The womens emencipation from the role of stay at home mothers has allowed them to have careers of their own, although a good thing it does not leave a lot of room for starting a family in Japan's hard working climate. This new cultural norm has collided with the the long tradition of family care and Japan is now facing a large cultural collision, where there is a great lack of working solutions for child and senior care. The project suggests a prototypical intergenerational day care center for elderly and children in Tokyos dense now-rise residential neighborhoods. This form of care started being built in America during the 90's and has prooven to provide some of the best care availible for elderly and children.Japan möter i dagsläget ett stort demografiskt skifte, till år 2050 kommer mer än 40% av befolkningen att vara över 65 år gamla. Kvinnornas frigörelse från hemmet har tillåtit dem att påbörja egna arbetsliv och karriärer, vilket inte lämnar mycket rum för att starta egen familj i Japans hårda arbetsklimat. Denna nya kulturella norm har kolliderat med den traditionella familjevården och Japan står idag utan en bra lösning för barn- och äldrevård. Det föreslagna projektet är ett prototypiskt intergenerationellt dagvårdscenter för barn och seniorer i Tokyos täta lågbebyggda bostadsområden. Intergenerationell vård började byggas under 90-talet i USA och har visat sig ge bland den bästa vården tillgänglig för barn och äldre.
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Drumond, Viviane 1970. "Formação de professores e professoras de educação infantil no curso de pedagogia : estágio e pesquisa." [s.n.], 2014. http://repositorio.unicamp.br/jspui/handle/REPOSIP/253908.
Full textAbstract:
Orientador: Ana Lúcia Goulart de FariaTese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
Made available in DSpace on 2018-08-24T14:51:53Z (GMT). No. of bitstreams: 1 Drumond_Viviane_D.pdf: 2194101 bytes, checksum: 538b3598e1e630d48671961b2ead286b (MD5) Previous issue date: 2014
Resumo: Esta pesquisa de doutorado investiga a formação de professores(as) de Educação Infantil no Curso de Pedagogia e tem como objetivo central analisar uma experiência de estágio na Educação Infantil, com uma turma de estudantes-estagiárias da Universidade Federal do Tocantins, campus de Miracema. Busca também problematizar as políticas públicas de formação de professores(as) para a primeira etapa da Educação Básica, na articulação com os movimentos sociais e feministas. Os cadernos de campo foram utilizados como principal ferramenta para o registro das observações do estágio e analisados com base nas categorias: professor(a)-família; professor(a)-professor(a); professor(a)-criança (políticas); professor(a)-crianças (pedagogia); criança-criança, com o olhar voltado para o espaço físico, as relações de gênero e étnico-raciais e as brincadeiras infantis. Além disso, aplicou-se um questionário e realizaram-se entrevistas com as estagiárias. O estudo aborda os saberes e os fazeres nas creches e nas pré-escolas e aprofunda e destaca a especificidade da docência com crianças pequenas, à medida que guarda distanciamentos com relação ao ensino escolar. A partir do olhar das ciências sociais, as crianças são vistas como protagonistas do próprio processo de formação, com direito de coletivamente produzir as culturas infantis. As análises evidenciam as lacunas presentes no projeto pedagógico curricular do curso de Pedagogia e permitem propor a arte ao lado das outras ciências da educação, para a formação de professores(as) de crianças pequenas. O estudo, que permitiu às estagiárias conhecer mais sobre as crianças e descrever e analisar o cotidiano das creches e das pré-escolas, destaca a importância dos estágios na formação de docentes e pretende contribuir com a formação de professores(as) de crianças da Educação Infantil e dos anos iniciais do Ensino Fundamental, na construção da Pedagogia da Infância de 0 a 10 anos
Abstract: This doctoral research investigates the training of Early Childhood Education teachers in the Course of Pedagogy and has the main purpose of analyzing an experience of internship in Early Childhood Education, among a class of female students/interns from the Federal University of Tocantins, campus of Miracema. It also seeks to problematize the public policies of teacher education for the first stage of Basic Education, in articulation with the social and feminist movements. The fieldwork notebooks, main tool used to write down the observations, were analyzed on the basis of the following categories: teacher-family; teacher-teacher; teacher-child (policies); teacher-children (pedagogy); child-child, taking a look at the physical ambience, gender and ethnic/racial relations and children at play. In addition, a questionnaire was applied and interviews were conducted with the female interns. The study deals with the teacher's knowledge and doing in the day-care centers and pre-schools, and also highlights and goes deep into the specific aspects of teaching aimed at young children, as it keeps a distance in relation to regular schooled teaching. From the perspective of the social science, children are seen as protagonists of their own formation process, with the right to collectively produce the so called children's cultures. The analyses make it clear that there are gaps in the pedagogical-curricular project of the Course of Pedagogy and they also allow the use of art, together with other sciences of education, in the training of teachers who will work with young children. The study, which allowed the female interns to get to know more about children and describe and analyze the everyday routine of day-care centers and preschools, is intended to contribute with the formation of Early Childhood Education teachers and the first years of regular schooling, in the construction of the Pedagogy of Childhood from zero to 10 years
Doutorado
Ciencias Sociais na Educação
Doutora em Educação
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Costa, Dinara Pereira Lemos Paulino da. "A influencia de um programa de formação continuada com vistas a implantação do PROEPRE no desempenho de profissionais de creche assistenciais." [s.n.], 2006. http://repositorio.unicamp.br/jspui/handle/REPOSIP/253289.
Full textAbstract:
Orientador: Orly Zucatto Mantovani de AssisDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
Made available in DSpace on 2018-08-06T10:28:19Z (GMT). No. of bitstreams: 1 Costa_DinaraPereiraLemosPaulinoda_M.pdf: 1500763 bytes, checksum: 6c09b6f55c647af0cd452485d3e621aa (MD5) Previous issue date: 2006
Resumo: Este trabalho teve como objetivo verificar se, após participarem da formação continuada (PROFCEI), com duração de 10 meses, os educadores de creche modificariam a sua prática docente, de modo a favorecer o desenvolvimento das crianças de 0 a 4 anos. Participaram da amostra desta pesquisa três Instituições Assistenciais de Campinas que atendem crianças de 0 a 3 anos de idade. Este estudo foi desenvolvido por meio de uma pesquisa-ação com 26 educadores que atuavam direta ou indiretamente com as crianças. Fundamentado na teoria construtivista piagetiana, o referido programa propiciou um curso de formação de 120 horas de estudos, analisando e refletindo sobre como favorecer o desenvolvimento da criança nos aspectos físico, afetivo, cognitivo e social; os princípios da teoria construtivista; a união entre cuidados e educação; o papel do educador na creche e os procedimentos de uma educação ativa. Durante o desenvolvimento do curso, acontecia, paralelamente, uma supervisão direta do trabalho dos educadores, de 40 horas em cada instituição. Nessas supervisões, eram observados diversos aspectos, tais como: o espaço físico, a relação entre os educadores e as crianças, as atividades pedagógicas e a estruturação da rotina diária. Esta dissertação relata o conteúdo ministrado ao longo do curso, os exemplos observados nas instituições durante a supervisão pedagógica e as orientações realizadas, bem como análise das mudanças ocorridas. A análise quantitativa dos dados coletados indica que 96,15% dos educadores, que fizeram parte do programa apresentaram mudanças em sua maneira de julgar as situações problemas apresentadas no teste situacional e a análise qualitativa evidencia que houve modificações na prática educativa e na maneira de se relacionar com as crianças
Abstract: This work had as objective to verify if after participating in the continued formation course (PROFCEI), with a ten-month duration, day-care center educators would modify their teaching methods, in order to favor the development of the children between 0 the 4 years old. Three Assistential Institutions, that take care of children of 0 the 4 years old, of Campinas have participated of this research¿s sample. This study was made based on a research - action with 26 educators who worked direct or indirectly with the children. Based on the Piaget¿s Building Theory, the program was characterized by means of a 120 - hours formation course about how to favor the development of the children in the following aspects: physical, affective, cognitive and social; as well as, the principles of the building theory, the union between cares and education, the paper of the educator at the day - care center and the procedures for an active education. During the development of the course, a 40-hours per institution direct supervision of the work with the educators was made, during the supervisions several aspects were observed such as: the physical space, the pedagogical relation between educators and children, activities and the structural of the daily routine. This dissertation shows the content of this course, the examples observed in the institutions during the pedagogical supervision and the orientations that were carried through, analyzing the occurred changes. The quantitative analysis of the collected data indicates that the 96,15% educators, who had been part of the program had presented changes in their educational practice, and the qualitative analysis shown of the changes related with the children
Mestrado
Psicologia, Desenvolvimento Humano e Educação
Mestre em Educação
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Howard, Rosalyn. "Aging well adult day care center." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1596976.
Full textAbstract:
Aging Well Day Care Center is a start-up company designed to offer an affordable alternative care for seniors living alone. The services offered will be equally beneficial for families caring for their aging parents. Recent legislation has emphasized the importance of developing daycare centers to handle the rapidly growing population of elder Americans that relies upon the federal insurance programs to help manage their long-lasting medical conditions which can be treated but not cured. The objective of this business plan is to illustrate the need for adult day care services within this region and that adequate resource are available to build and maintain a financially solvent organization.
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Paiva, Aurikelly Alves de. "Análise discursiva da concepção de linguagem do professor de educação infantil." Universidade Católica de Pernambuco, 2012. http://www.unicap.br/tede//tde_busca/arquivo.php?codArquivo=766.
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Sabemos que é no ambiente escolar que a criança frequentadora de creche, passa grande parte do dia longe dos cuidados maternos. Nesse espaço dinâmico com crianças e educadores, a linguagem é vivenciada. As crianças frequentadoras de creche começam a conviver em ambiente escolar desde muito cedo, quando ainda estão no período de aquisição de linguagem. Desta forma, grande parte da interação com o adulto será no ambiente da creche, portanto o professor será o outro significativo para a criança, ou seja, uma matriz de interação. Documentos nacionais
sobre educação ressaltam a importância de se trabalhar a linguagem em creches, mas qual será a concepção de linguagem deste professor e de que forma ele apoia
a aquisição da linguagem do infans? Este trabalho se propôs a realizar uma análise discursiva das concepções de linguagem do professor de educação infantil. Este estudo buscou investigar o espaço oferecido à linguagem, a partir das concepções dos professores sobre linguagem, ressaltando a importância de se trabalhá-la em sala de aula. Procuramos identificar a concepção de linguagem dos sujeitos
envolvidos na pesquisa, além de descrever o espaço oferecido à linguagem na prática educativa. Para isto, utilizamos como aporte teórico a Análise do Discurso de linha francesa (AD) que nos permitiu uma visão ideológica do discurso, bem como a
perspectiva interacionista de Cláudia de Lemos que aprofunda a questão da aquisição da linguagem. Além dos trabalhos desenvolvidos por Cláudia de Lemos e seguidores, no IEL, Instituto de Estudos da Linguagem na UNICAMP, destacam-se
os trabalhos referentes à Aquisição, Patologias e Clínica da Linguagem desenvolvidos no LAEL, Linguística Aplicada e Estudos da Linguagem na PUCSP coordenado por Maria Francisca Lier-De Vitto. Demos ênfase à importância de se
abrir espaço para a interação na sala de aula, oferecendo ao leitor uma reflexão sobre a atuação do professor de educação infantil em creche com crianças em processo de aquisição da linguagem. Observou-se que o debate sobre a formação
de professores para a Educação Infantil, é insuficiente, por isso há necessidade de avanços. Com profissionais capacitados pode-se conseguir um melhor atendimento
para as crianças de 0 a 6 anos no que tange à linguagem. Os sujeitos envolvidos na pesquisa valorizam e reconhecem a relevância do trabalho com língua e linguagem desde os primeiros anos.
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Kmetiuk, Silvana Franco. ""Prevalência de anemia ferropriva em crianças matriculadas em duas creches municipais de Guarapuava - PR.2005"." Universidade de São Paulo, 2005. http://www.teses.usp.br/teses/disponiveis/22/22133/tde-28062006-152856/.
Full textAbstract:
O presente estudo teve como objetivo descrever a prevalência de anemia ferropriva em crianças matriculadas em duas creches municipais de Guarapuava PR, no ano de 2005. Caracteriza-se como seccional ou corte transversal, de prevalência e de base populacional, envolvendo 156 crianças com idade inferior a seis anos, matriculadas nas creches municipais da zona urbana da cidade. Para caracterizar a população estudada foram obtidas informações junto às fichas cadastrais nas creches sobre variáveis relativas à criança: data de nascimento e sexo. Para mensuração da dosagem de hemoglobina sangüínea, foram coletadas amostras de sangue na ponta do dedo médio, para leitura em hemoglobinômetro portátil (Hemocue). A prevalência da anemia nas creches estudadas foi de 42,9%, ou seja 67 das 156 crianças em que se determinou a concentração de hemoglobina com valores inferiores a 11 g/dl. A prevalência para o sexo feminino foi de 42,3%, ou seja, entre as 71 meninas, 30 delas apresentaram concentração de hemoglobina com valores inferiores a 11g/dl e, para o sexo masculino igual a 43,5%, ou seja, entre os 85 meninos, 37 deles apresentaram concentração de hemoglobina com valores inferiores a 11g/dl. Dentre as 67 crianças com anemia, 25 (37,3%) crianças apresentaram anemia grave, sendo que no grupo das 30 meninas com anemia, 10 ( 33,3%) apresentaram anemia grave e, no grupo dos 37 meninos com anemia, 15 (40,5%) apresentaram anemia grave. Ainda nas 67 crianças com anemia 45 (67,2%) apresentavam idade inferior a 24 meses, sendo que no grupo das 30 meninas com anemia, 21 (70%) apresentavam idade inferior a 24 meses e para o grupo das 37 meninos com anemia, 24 (64,9) apresentavam idade inferior a 24 meses. Dentre as 25 crianças com anemia grave, 17 (68,0%) apresentavam idade inferior a 24 meses, sendo que para o grupo de 10 meninas com anemia grave, 9 (90%) apresentavam idade inferior a 24 meses e, para o grupo de 15 meninos com anemia grave, 8 (53,3%) apresentavam idade inferior a 24 meses. Alguns fatores podem ter contribuído para esse resultado. Um deles é o estado nutricional das crianças antes de ingressarem nas escolas infantis, o qual poderia já estar comprometido. Outro importante fator a ser considerado é a baixa inserção sócio-econômica das crianças que freqüentam as creches municipais, a qual impõe condições de vida que as tornam mais vulneráveis à diarréia, às infecções respiratórias e às parasitoses intestinais, podendo comprometer, de forma marcante, o consumo de alimentos por redução do apetite e por diminuição da absorção de nutrientes entre eles o ferro. Espera-se que os resultados forneçam subsídios para um melhor conhecimento e acompanhamento da situação nutricional destas crianças, já que constituem instrumento essencial para a aferição das condições de saúde da população infantil, além de oferecer medidas objetivas das condições de vida da população em geral.The present study it had as objective to describe the prevalence of iron deprive anemia in children registered two municipal day-care centers of Guarapuava - PR, in the year of 2005. Transversal cut is characterized as seccional or, of prevalence and population base, involving 156 children with lower age the six years registered the municipal day-care centers of the urban zone of the city. To characterize the studied population information together to the fiches had been gotten register in cadastre in the day-care centers on relative variable the child: date of birth and sex. For measuring of the dosage of sanguine hemoglobin, samples of blood in the tip of the average finger had been collected, for portable reading in hemoglobinometer (Hemocue). The prevalence of the anemia in the studied daycare centers was of 42.9%, or either 67 of the 156 children where if determined the concentration of hemoglobin with the lower values 11 g/dl. The prevalence for the feminine sex was of 42.3%, or either, between the 71 girls, 30 of them had presented concentration of hemoglobin with lower values 11g/dl and for equal the masculine sex 43.5%, or either, between the 85 boys, 37 of them had presented concentration of hemoglobin with lower values 11g/dl. Amongst the 67 children with anemia, 25 (37.3%) children had presented serious anemia, being that in the group of the 30 girls with anemia, 10 (33.3%) had presented serious anemia and in the group of the 37 boys with anemia, 15 (40.5%) had presented serious anemia. Still in the 67 children with anemia 45 (67.2%) they presented lower age the 24 months, being that in the group of the 30 girls with anemia, 21 (70%) presented lower age the 24 months and for the group of the 37 boys with anemia, 24 (64.9%) presented lower age the 24 months. Amongst the 25 children with serious anemia, 17 (68.0%) presented lower age the 24 months, being that for the group of 10 girls with serious anemia, 9 (90%) presented lower age the 24 months and, for the group of 15 boys with serious anemia, 8 (53.3%) presented lower age the 24 months. Some factors can have contributed for this result. One of them is the nutricional state of the children before entering the infantile schools, which could already be engaged. Another important factor to be considered is low the partnereconomic insertion of the children who frequent municipal day-care centers, which imposes life conditions that become them more vulnerable the diarrhea, to the respiratory infections and the intestinais parasatisms, being able to compromise, of marcante form, the food consumption for reduction of the appetite and reduction of the absorption of nutrients between them the iron. One expects that the results supply to subsidies one better knowledge and accompaniment of the nutricional situation of these children, since they constitute essential instrument for the gauging of the conditions of health of the infantile population, besides offering in general measured objective of the conditions of life of the population.
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Boersma, Anne-Marie. "Die gebruik van ontwikkelingskommunikasietegnieke om benadeelde voorskoolse leerders in 'n XiTsonga-gemeenskap te bemagtig (Afrikaans)." Diss., University of Pretoria, 2002. http://hdl.handle.net/2263/28677.
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Costa, Sinara Almeida da. "Na ilha de Lia, no Barco de Rosa: o papel das interaÃÃes estabelecidas entre a professora de creche e as crianÃas na constituiÃÃo do eu infantil." Universidade Federal do CearÃ, 2011. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=6661.
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FundaÃÃo Cearense de Apoio ao Desenvolvimento Cientifico e TecnolÃgicoEste estudo teve como objetivo analisar as interaÃÃes estabelecidas entre a professora e um grupo de crianÃas de trÃs anos em uma creche pÃblica municipal de Fortaleza, focalizando a interferÃncia dessas interaÃÃes no processo de individuaÃÃo das crianÃas. A fundamentaÃÃo teÃrica para o desenvolvimento da pesquisa foi essencialmente, a abordagem Sociointeracionista de Desenvolvimento e Aprendizagem Humana, especificamente os estudos de Wallon (1981, 1986, 1989) e de Vigotski (1989; 1996; 2001). A metodologia constou de observaÃÃes do cotidiano do grupo investigado e de duas entrevistas realizadas com a professora das crianÃas. Uma das entrevistas versou sobre sua vida profissional e a outra constou da anÃlise feita pela professora de dez cenas filmadas e quatro fotografias selecionadas entre o material coletado nas observaÃÃes. As anÃlises mostraram que a professora percebe o seu papel restrito Ãs atividades, ditas pedagÃgicas, relacionadas ao desenvolvimento intelectual das crianÃas. Assim, atividades relacionadas aos demais aspectos do desenvolvimento infantil (afetivo, psicomotor e social) nÃo se constituem alvo de planejamento ou de atenÃÃo da professora. Sua principal preocupaÃÃo parece ser desenvolver o comportamento disciplinado das crianÃas, o que contribui para uma prÃtica autoritÃria e pouco interativa. A necessidade de manter o controle nas atividades dirigidas por ela tem algumas consequÃncias, como : a pequena participaÃÃo das crianÃas na escolha das atividades, o desrespeito da professora em relaÃÃo Ãs iniciativas infantis e a sua postura de pouca escuta ao que as crianÃas dizem. Chama a atenÃÃo o fato de serem as crianÃas as responsÃveis pelo maior nÃmero de interaÃÃes estabelecidas com a docente. O interesse das crianÃas em tentar se aproximar da professora, entretanto, nÃo chega a favorecer, de forma contundente, as interaÃÃes com ela, nÃo se configurando, pois, como fator determinante para a ocorrÃncia das mesmas. Por outro lado, um maior nÃmero de interaÃÃes foi observado entre a professora e aquelas crianÃas que mais se insubordinam Ãs suas ordens, o que reforÃa a ideia de que sua prÃtica à desenvolvida no sentido de inibir comportamentos indesejados. As anÃlises mostraram, ainda, indÃcios do quanto os espaÃos da creche e materiais podem influenciar as interaÃÃes entre a professora e as crianÃas, mas evidenciaram que, diante de representaÃÃes arraigadas sobre o seu papel, a docente nÃo percebe esses elementos como importantes para o seu trabalho. Assim, as interaÃÃes estabelecidas entre a professora e as crianÃas, no grupo investigado, estÃo contribuindo para a constituiÃÃo de pessoas passivas, dependentes, submissas e pouco crÃticas, uma vez que reduzem, consideravelmente, as possibilidades de elas se expressarem, manifestarem suas opiniÃes, dÃvidas, idÃias e sentimentos. A influÃncia das representaÃÃes sociais da professora em sua prÃtica levou à reflexÃo sobre a necessidade de se pensar em formaÃÃes continuadas que busquem romper com concepÃÃes arraigadas mantidas pelos professoras sobre infÃncia, crianÃa, EducaÃÃo Infantil e papel do professor. Se vinculadas à prÃtica docente, tais experiÃncias de aprendizagem possibilitariam reflexÃes significativas, como foi o caso da segunda entrevista realizada nesta pesquisa. Esta entrevista, apesar de nÃo ter tido intencionalidade interventiva, possibilitou, mesmo que de forma incipiente, algum tipo de autocrÃtica e sensibilizaÃÃo por parte da professora.
This study aimed at analyzing the interactions between a teacher and a group of three year old children, in a public day care center, in Fortaleza. It focused upon the influence of these interactions in the of childrenâs development of their individuality. The theoretical foundation for the research was the Social Interactionism approach, mainly the theories of Wallon (1981, 1986,1989) and Vigotski(1989,1996,2001). The methodological procedures were daily observations of the selected group and two interviews with the teacher. One interview raised data about the teacherâs professional life and the other explored the content of ten video sessions and four pictures taken during the observations. The analysis revealed that the teacherâs perception of her role is restricted to the development of activities which she considers to be educational, that means, activities related to the childrenâs intellectual development. Thus, activities aimed at developing the childrenâs affective, psychomotor and social aspects are not included in the daily planning and routine. Her main concern appears to focus upon the disciplined behavior of the children. This fact contributes to establishing an authoritarian atmosphere in which few interactions occur. The teacherâs concern with controlling the children in all activities which she proposes has many consequences such as: small childrenâs participation in the choice of activities and the lack of the teacherâs respect to the childrenâ initiatives. Besides, the teacher does not listen to whatever the children have to say. It is also important to mention that the children initiate most of the interactions which are established with the teacher. However, their interest in talking to the teacher does not contribute in a significant way to developing meaningful interactions. On the other hand, it was observed a high number of interactions among the teacher and those children who do not strictly follow her orders. This fact reinforces the idea that her interactions aim at inhibiting undesirable behaviors. The analysis also showed that the day care spacial organization as well as the available materials may influence the interaction between the teacher and the children, but the teacher does mot appear to be aware of their importance to the routine. Probably this attitude is due to her deep-rooted conceptions about her teacher role. Thus, the interactions established between the teacher and the children are contributing to turn children into passive, dependent and compliant human beings since they do not offer opportunities for the children to express their opinions, doubts, ideas and feelings. The influence of the teacherâs social representations in her practices leads to the conclusion that the continuing education offered to the teachers should try to change their conceptions about children, childhood and the role of day care teacher. If continuing education is related to the teachersâ practices, it will provide meaningful experiences for them. Although the interview conducted in this study has not had an intervention purpose, it has contributed to developing, even in an incipient way, the teacherâs critical awareness about her own practice.
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Winterhalter, Diolinda Franciele. "AS ESPECIFICIDADES DAS PRÁTICAS EDUCATIVAS NA CRECHE: O QUE AS CRIANÇAS EXPRESSAM EM SUAS VIVÊNCIAS NA EDUCAÇÃO INFANTIL?" Universidade Federal de Santa Maria, 2015. http://repositorio.ufsm.br/handle/1/7239.
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Coordenação de Aperfeiçoamento de Pessoal de Nível SuperiorThe main goal of this dissertation is to understand the peculiarities of educational practices with infants and young children from what they express through different languages, considering the registers of the educational policy, National Curriculum Guidelines for Early Childhood Education - DCNEI as curricular proposal reference. Specifically, the research focused in observing day to day ways of interaction between children and educators, children and children from birth to three years old, children and the institutional collective environment in a Municipal School of Early Childhood Education; analyze educational practices developed with infants and young children; and from this, it was sought out to identify specificities for educational practices according to the needs / desires expressed by infants and young children through the different languages. Supported by the theoretical framework of childhood pedagogy and by authors who propose to think about education in the early years of life in a contemporary perspective such as Oliveira-Formosinho (2007; 2013); Richter and Barbosa (2010); Oliveira (2010); Barbosa (2010) proposed the insertion of two nursery classes, through participant observation and research-intervention method. Field diary register and day to day experience filmings were used as data production tools, in which analysis was performed throughout all the research. As the results of this study, we present the peculiarities of social practices such as eating, personal hygiene and sleep produced as educational practices in the indissociability of educating and taking care of babies and young children, the characteristics and the teaching roles as paying attention to the different languages, planning, organization of spaces, mediation of interactions and games such as specificity of the work / teachers / infants and young children; and specificity of spaces and environments for babies and small children in kindergarten as an opportunity of direct interventions with children, the organization of different spaces and discovery of different objects for interaction and games.
Esta dissertação tem como objetivo geral compreender as especificidades das práticas educativas com bebês e crianças pequenas a partir do que eles expressam por meio de diferentes linguagens, tendo em vista os apontamentos da política educacional, Diretrizes Curriculares Nacionais para a Educação Infantil DCNEI - enquanto referência para a proposta curricular. Em específico, a pesquisa visou observar modos de interação cotidianos desenvolvidos entre crianças e educadoras, crianças e crianças de zero a três anos, crianças e o ambiente coletivo institucional em uma Escola Municipal de Educação Infantil; analisar práticas educativas desenvolvidas com bebês e crianças pequenas. A partir disso, buscou-se identificar especificidades para as práticas educativas conforme as necessidades/desejos expressados pelos bebês e crianças pequenas por meio de diferentes linguagens. Amparada no referencial teórico da Pedagogia da Infância e autores que se propõem a pensar a Educação nos primeiros anos de vida em perspectiva contemporânea, como Oliveira-Formosinho (2007; 2013); Richter e Barbosa (2010); Oliveira (2010); Barbosa (2010) propôs-se a inserção em duas turmas de berçário por meio da observação participante e do método da pesquisa-intervenção. Foram utilizados o registro em diário de campo e a filmagem de vivências do cotidiano como instrumentos de produção de dados, cuja análise foi realizada no decorrer de toda a pesquisa. Como resultados deste estudo, apresentam-se: as especificidades de práticas sociais como alimentação, higiene pessoal e sono produzidas como práticas educativas na indissociabilidade do educar e cuidar bebês e crianças pequenas; as características e as funções docentes de atenção às diferentes linguagens, planejamento, organização dos espaços, mediação das interações e brincadeiras como especificidade do trabalho das/os professoras/es de bebês e crianças pequenas; e a especificidade dos espaços e ambientes para bebês e crianças pequenas na Educação Infantil como oportunidade de intervenções diretas com as crianças, a organização de diferentes espaços e exploração de diferentes objetos para interações e brincadeiras.
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Santiago, Flávio 1987. ""O meu cabelo é assim... igualzinho o da bruxa, todo armado" : hierarquização e racialização das crianças pequenininhas negras na educação infantil." [s.n.], 2014. http://repositorio.unicamp.br/jspui/handle/REPOSIP/319164.
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Orientador: Ana Lúcia Goulart de FariaDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: As escolhas conceituais, linguísticas e políticas presentes nas páginas desta dissertação são frutos dos diferentes encontros ocorridos durante uma pesquisa etnográfica realizada no período de agosto a dezembro de 2012, em um Centro de Educação Infantil de uma cidade da região metropolitana de Campinas-SP. Trata-se de uma pesquisa envolvendo crianças pequenininhas de três anos e suas/seus docentes. O objetivo é apresentar a violência da hierarquização social capitalista fundamentada no processo de racialização sobre a construção das culturas infantis. A partir dos pressupostos teóricos da Sociologia da Infância e dos estudos das Ciências Sociais, relacionados às Relações Raciais no Brasil, procurei compreender a influência macro desse processo nas construções dos estereótipos referentes às crianças pequenininhas negras. Além disso, analiso como esse processo de racialização contribui para o afastamento da cultura e história negra das pedagogias presentes na educação infantil e na exclusão de meninas pequenininhas negras e meninos pequenininhos negros do campo social permissível às experiências relativas à aceitação do seu corpo, de sua ancestralidade. Os resultados apontam para a presença de uma pedagogia da "branquitude", que se embasa num modelo educacional com propósitos de reprodução de preconceitos referentes às crianças pequenininhas negras para a manutenção dos privilégios das crianças pequeninhas brancas. Indicam, também, como as crianças pequeninhas negras percebem o racismo presente nas posturas pedagógicas adotadas pelo Centro de Educação Infantil e deixam explícito, por meio de diferentes linguagens, a não aceitação dos enquadramentos que as fixam em posições subalternas na sociedade
Abstract: The conceptual, linguistic and political choices presented on the pages of this dissertation are the outcome of different meetings occurred during an ethnographic research at an Early Childhood Center in Vinhedo ¿ SP, conducted in the period that goes from August to December 2012. This research involves three-year-old tiny young children and their teachers. It aims to bring up the violence of capitalist social hierarchization based on the process of racialization on the construction of peer cultures. From the theoretical assumptions of Childhood Sociology, and studies of Social Sciences related to Racial Relationships in Brazil, I sought to understand the macro influence of this process on the construction of stereotypes related to tiny young black children. In addition to that, I analyze how this process of racialization contributes to the withdrawal of both culture and black history from the pedagogies present in childhood education, and to the exclusion of black girls and black boys from a social field that is permissible to experiences related to the acceptance of their own body; of their ancestry. The results point out to the presence of a pedagogy of "whiteness" that relies on an educational model with purposes of reproduction of prejudices against tiny young black children in order to achieve the maintenance of the privileges of white tiny young children. The results also indicate how these tiny young black children perceive racism installed on the pedagogical postures adopted by childhood educational centers, and make it explicit, through different languages, the non-acceptance of the fitting framework that pins them down in a subordinate position in society
Mestrado
Ciencias Sociais na Educação
Mestre em Educação
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Vitta, Fabiana Cristina Frigieri de. "Cuidado e educação nas atividades do berçário e suas implicações na atuação profissional para o desenvolvimento e inclusão da criança de 0 a 18 meses." Universidade Federal de São Carlos, 2004. https://repositorio.ufscar.br/handle/ufscar/2841.
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Previous issue date: 2004-05-11Financiadora de Estudos e Projetos
The insertion of children from 0 to 18 months old in children educational institutions, especially in groups like day care centers, has promoted several studies related to factors which involve such situation. Once one believes that these institutions will not only provide experiences that promote the child s interaction with other people but also encourage the development of the motor, perceptive and cognitive aspects, propitiating maturity so that the child can reach the autonomy and independence, one can have, in theory, a motivating view. Such phase can be considered the first one of the inclusive education. This study aims at analyzing the daily activities proposed to the day care center as a resource for the development of children from 0 to 18 months old. Documents on children education were studied. The practices of seven professionals who work at two day care centers which are linked to the Municipal Secretary of Education in Bauru were observed and interviews were realized. Such day care centers were chosen because they belong to the Secretary of Education mentioned above and are, thus, closer to fit the official documents which legislate for the children education. Such instruments focused the daily activities developed with the children. The data were organized according to analytic categories the day care center role, the conception of educating, taking care and playing, deficiency and inclusion and the daily activities organization were detailed. Such data were also analyzed according to the qualitative approach, allowing the confrontation between the empirical and theoretical material. The outcomes showed that the official documents do not discuss much about such phase, thus, the relationship between the daily activities and their role in the child s development is inaccurate. The care activities are prioritized and become part of the child s education, once, from the professionals viewpoint, they have a disciplinary role. In such context, the inclusion of children with special needs has some restrictions which express the preconceived ideas about deficiency. These outcomes are justified not only by the lack of knowledge about the child s development and the factors around it but also by the fact that they link their activities to their personal experiences. Taking the current practice into account, one should make efforts towards professional improvement so that they can understand their actions, attributing to them an educational intention.
A inserção das crianças de 0 a 18 meses em instituições de educação infantil, mais especificamente em turmas designadas como berçário, tem gerado inúmeros estudos relacionados aos fatores que envolvem essa situação. Quando se pensa que essas instituições irão fornecer experiências que promovam a interação da criança com outras pessoas, além de estimular o desenvolvimento nos aspectos motor e percepto-cognitivo, propiciando maturidade para que ela caminhe na direção da conquista de autonomia e independência, temse, teoricamente, uma visão estimuladora, podendo essa fase ser considerada a primeira da educação inclusiva. Esse trabalho objetivou analisar as atividades propostas na rotina do berçário como recurso ao desenvolvimento da criança de zero a 18 meses. Foram estudados documentos sobre educação infantil e realizadas entrevistas e observações da prática de sete profissionais de berçários de duas creches vinculadas à Secretaria Municipal de Educação de Bauru. A escolha das creches vinculou-se à necessidade da mesma pertencer à referida secretaria, estando mais próxima de se adequar aos documentos oficiais que legislam sobre educação infantil. Tais instrumentos enfocaram as atividades de rotina desenvolvidas com as crianças. Os dados foram organizados segundo categorias analíticas função do berçário, conceito de educar, cuidar, brincar, deficiência e inclusão e detalhamento da organização das atividades da rotina e sofreram análise qualitativa, permitindo a confrontação entre o material empírico e o teórico. Os resultados mostraram que os documentos oficiais pouco discutem a fase em questão, deixando imprecisa a relação entre as atividades realizadas na rotina e seu papel no desenvolvimento da criança, sendo que as atividades de cuidados são priorizadas e passam a estar contidas na educação da criança, na medida em que, na visão das profissionais, têm função disciplinadora. Nesse contexto, a inclusão de crianças com necessidades especiais é vista com reservas, explicitando conceitos preconcebidos sobre deficiência. Esses resultados justificam-se pela falta de conhecimento acerca do desenvolvimento infantil e dos fatores que o envolvem e pelo fato de vincularem suas atividades às experiências pessoais. Considerando a prática existente, deve-se empreender esforços junto à formação das profissionais para que compreendam sua ação, dando-lhe intencionalidade educacional.