Thesis (Ph. D.)--Ohio State University, 2005. / Available online via OhioLINK's ETD Center; full text release delayed at author's request until 2006 Aug 16.

Thesis (D. Min.)--New Orleans Baptist Theological Seminary, 1991. / Includes abstract and vita. Includes bibliographical references (leaves 194-201).

Thesis (Ph. D.) in Psychology--University of Maine, 2003. / Includes vita. "August, 2003." Includes bibliographical references (leaves 153-173). Also available in electronic format via Internet.

Thesis (M.S.)--University of Texas at Dallas, 2007. / Includes vita. Includes bibliographical references (leaves 40-42)

Thesis (Ph. D.)--University of Washington, 1986. / Vita. Bibliography: leaves [288]-303.

No description available.

Orientador(a): Silvia Regina Ricco Lucato Sigolo / Banca: Fabiana Cristina Frigieri de Vitta / Banca: Keila Helen Barbato Marcondes / Resumo: A presente pesquisa defende a proposta de que as instituições de educação infantil estejam atentas ao desenvolvimento e se constituam em um contexto de grande importância para a identificação precoce de defasagens no desenvolvimento de crianças de zero a três anos. Apoia-se em documentos federativos nos quais a criança é vista como um sujeito histórico e de direitos e na Perspectiva Bioecológica de Urie Bronfenbrenner que considera a multiplicidade de influências recíprocas entre a criança e outras pessoas do seu ambiente imediato, além do reconhecimento de que contextos mais distantes da sua realidade possam também determinar a direção e o conteúdo do seu desenvolvimento. Apresenta como principais questões de pesquisa: a) quais as proposições da instituição de educação infantil para estimulação do desenvolvimento nos três primeiros anos de vida e para identificação de possíveis defasagens deste processo? b) quais são as ações pedagógicas realizadas com crianças em salas de berçários para promover o desenvolvimento infantil com identificação de possíveis defasagens? A partir destes questionamentos, este estudo teve como pressuposto analisar as proposições da instituição, além das ações pedagógicas. Trata-se de uma pesquisa qualitativa desenvolvida em uma instituição de educação Infantil de um município do interior paulista. Participaram deste estudo duas ADIs (Agente de Desenvolvimento Infantil), três pajens e uma professora de creche. A coleta de dados foi realizada por mei... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The present research supports the proposal that the institutions of early childhood education are attentive to child development and constitute a context of great importance for the early identification of gaps in the development of children from zero to three years. It is based on federal documents in which the child is seen as a historical and rights subject and in the Bioecological Perspective of Urie Bronfenbrenner, which considers the multiplicity of reciprocal influences between children and others from their immediate environment and the recognition of more distant contexts Of their reality can also determine the direction and content of their development. It presents as main research questions: a) What are the proposals of the institution of children's education institution to stimulate development in the first three years of life and to identify possible lags in this process? B) What are the pedagogical actions performed with children in nursery rooms to stimulate child development and to identify possible lags in this process? Based on these questions, this study aims to: 1) analyze the propositions of the institution of children's education institution to stimulate development in the first three years of life and identify possible lags in this process and 2) identify the pedagogical actions developed with children frequent in rooms Nursery to stimulate child development and identify possible shortcomings in this process. This is a qualitative research developed in ... (Complete abstract click electronic access below) / Mestre

CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior / TÃm-se utilizado estratÃgias que subsidiam a prÃtica dos profissionais de saÃde, por meio de escalas/testes, como o Harris Infant Neuromotor Teste(HINT). Assim, objetivou-se: validar a versÃo do HINT na lÃngua portuguesa; avaliar a confiabilidade interclasse e teste-reteste da versÃo adaptada à lÃngua portuguesa do HINT; avaliar a validade concorrente do HINT com a Alberta Infant Motor Scale (AIMS). Estudo metodolÃgico, longitudinal, com amostra por conveniÃncia consecutiva composta por 73 crianÃas e responsÃveis atendidos no Centro de Desenvolvimento Familiar (CEDEFAM) em Fortaleza-CE-Brasil, entre setembro de 2007 e dezembro de 2008. Executado em duas etapas: prÃ-teste, com dezessete crianÃas, e testagem da versÃo final do HINT de 73 crianÃas, em trÃs momentos. No primeiro, crianÃas em idade de 3 meses e 16 dias a 5 meses e 15 dias, sendo aplicado o HINT por dois avaliadores devidamente treinados. Em seguida, reaplicaÃÃo do HINT, dois e nove dias apÃs a primeira avaliaÃÃo por um Ãnico avaliador. E a terceira, entre 8 meses e 16 dias a 10 meses e 15 dias, usando os mesmos critÃrios da primeira avaliaÃÃo. As informaÃÃes foram armazenadas anonimamente em banco de dados utilizando-se o programa Excel e SPSSÂ, versÃo 13, para o cÃlculo das propriedades psicomÃtricas. Todos os aspectos Ãticos foram resguardados e respeitados. ApÃs o prà âteste, uma expressÃo se adaptou à cultura, a saber: Occipital-Frontal Circumference(OFC). A maioria das crianÃas nasceu por parto vaginal (78,1%); com peso acima de 2.500g; estatura mÃdia de 48,51; PC mÃdio de 34,22 e PT entre 30 e 39,5. A IG mÃdia à de 37,86 semanas. Pelo perfil materno/cuidador, a maioria das mÃes era solteira (64,4%), com idade mÃdia de 27,42 anos. Jà os dados paternos (n= 54) indicam a mÃdia de idade 25,9 anos. Mais da metade das mÃes diz-se de raÃa negra (54,8%); pais pardos (63%), sem ocupaÃÃo (63%), com ocupaÃÃo rentÃvel (74%). Quanto à renda, 35 famÃlias (47,9%) ganham de um a dois salÃrios. Pais com escolaridade mÃdia de 5,6 anos de estudo, tendo a maioria pelo menos iniciado o ensino mÃdio. No concernente à confiabilidade interclasse, na primeira avaliaÃÃo, mostrou o coeficiente de Kendall tau b entre 0,501 e 1,00. Dos 21 itens do HINT, 4, 7, 12, 18, 19, 20 e 21 tiveram 100% de concordÃncia. Na terceira, um item (item 6) nÃo alcanÃou excelente concordÃncia, e quinze obtiveram 100% de confiabilidade. Calculada a concordÃncia do valor do escore total, teve-se valor de 0,801 (p= 0,001) e 0,898 (p= 0,001) na primeira e terceira avaliaÃÃo, respectivamente. No teste-reteste, os itens 4, 7 12, 18, 19, 20 chegaram a 100% de correlaÃÃo, tanto entre os itens quanto entre as avaliaÃÃes. Na correlaÃÃo interitem, os itens 3, 6, 15, 16 e 17 apresentaram baixa correlaÃÃo. Em contrapartida, os demais foram bons (itens 2, 5, 8, 9, 11 e 13) e excelentes (itens 1, 10 e 14). O escore total foi de excelente correlaÃÃo interitem (α =0,913). Na correlaÃÃo entre avaliaÃÃes, o item 3 (seguimento visual) e o 17 (postura dos pÃs) apresentaram baixa correlaÃÃo. Em contrapartida, os demais foram bons (itens 6, 13, 15 e 16) e excelentes (itens 8, 9, 10 e 21). O escore total foi de excelente correlaÃÃo entre avaliaÃÃes (α =0,954). TambÃm quanto à validade de critÃrio, aos resultados dos escores finais do HINT e AIMS, usando coeficiente de correlaÃÃo r de Pearson, entre os dois instrumentos, na primeira e na terceira avaliaÃÃo. Na primeira avaliaÃÃo, para o avaliador 1, verificam-se os seguintes resultados: r= - 0,673; e para o avaliador 2, r= -0,670. Na terceira avaliaÃÃo, o avaliador 1 apresentou r= -0,512 e o avaliador 2: r= -0,523. Os dados se mostraram negativos, pois os instrumentos sÃo inversamente proporcionais. O escore total do HINT, na primeira avaliaÃÃo, foi de 11 a 39 e, na terceira, de 0 a 17,5. Todos os escores classificaram-se como avanÃados ou dentro dos limites normais, de acordo com a faixa etÃria. As mÃes classificaram as crianÃas com desenvolvimento acima do padrÃo esperado ou de acordo com a idade. Confirma-se validade e confiabilidade, mas sugere-se que o HINT seja aplicado em outras realidades e contextos. / People have been using strategies that support the practice of health professionals, through scales/tests, such as the Harris Infant Neuromotor Test (HINT). Thus, one aimed: to validate the HINT version in Portuguese language; to evaluate the reliability interclass and test-retest of the adapted version to Portuguese language of the HINT; to evaluate the concurrent validity with the Alberta Infant Motor Scale (AIMS). Methodological, longitudinal study with sample for consecutive convenience composed by 73 children and parents attended in de Center of Family Development (CEDEFAM) in Fortaleza-CE-Brasil, between September 2007 and December 2008. In two stages: pretest with seventeen children, and test of the HINTâs final version with 73 children, in three moments. On the first moment, children at the age of 3 months and 16 days to 5 months and 15 days the Hint being applied by two raters trained properly. Then reapplication of Hint, 2 to 9 days after initial evaluation by one evaluator. And third, between 8 months and 16 days to 10 months and 15 days, using the same criteria of the first evaluation. The information was stored anonymously in the database using the Excel program and SPSS  for the calculation of psychometric properties. The ethical aspects were guarded and respected. After the pre-test, two expressions were adapted to culture, namely: Public health nurse and occipital-frontal Circumference (OFC). Most children were born by vaginal delivery (78.1%) weighing over 2500g; average height of 48.51, average PC of 34.22 and PT between 30 to 39.5. The average GI is 37, 86 weeks. The maternal profile / caregiver shows the majority of single mothers (64.4%), with average age of 27.42 years. The paternal data (n = 54), indicate the average age of 25.9 years. Most mothers say they are black (54.8%) and brown parents (63%), unemployed (63%) and parents around 74% with profitable occupation. Regarding the income, 35 families (47.9%) earn one to two salaries. Parents had an average of 5.6 years of study, having the majority at least started high school. When it comes to interclass reliability, the first evaluation showed the Kendall tau b coefficient between 0.501 and 1.00. Out of the 21 Hint items, 4, 7, 12, 18, 19, 20 and 21 had 100% of concordance. In the third, an item did not reach excellent agreement, and 15, with 100% of reliability. Calculated the correlation of the total, one obtained the figure of 0.801 (p = 0.001) and 0.898 (p = 0.001) in the first and third assessment, respectively. In the test-retest, the items 4, 7, 12, 18, 19, 20, 21 reach 100% of agreement. Only item 2 (retraction of the neck) showed low reliability, however, all the others were good (items 3, 10, 15 and 16) and excellent (items 1, 5, 6, 8, 9, 11, 13, 14 and 17). The total score had excellent reliability (α = 0.942). Concerning the validity of criterion, the results of the final scores of Hint and AIMS, using correlation coefficient r of Pearson between the two instruments, on the 1st and on the 3rd evaluation, both used at the same time. Between 3.5 to 5.5 months, the first evaluator (r = -0, 673; HINT p = 0.760; AIMS p = 0.313) and second (r = -0, 670; HINT p = 0.682, p = 0.080 AIMS) had moderate correlation. This occurred between 8.5 and 10.5 months for the first evaluator: r = -0.512; HINT p = 0.102, p = 0.136 AIMS and the second: r =- 0.523; HINT p = 0.110; AIMSp = 0, 144. The total score of the HINT, on the first evaluation was 11 to 39, and o the third, 0 to 17.5. All scores were classified as advanced or within normal limits, according to the age group. Mothers classified them as development above the expected standard or according to age. Thus, it is confirmed validity and reliability. One suggests that HINT is applied in other situations and contexts.

Esta pesquisa teve como objetivo estudar as condiÃÃes clÃnicas de crianÃas com paralisia cerebral em um serviÃo de referÃncia em atendimento pediÃtrico no municÃpio de Fortaleza, bem como identificar os principais fatores de risco para a paralisia cerebral, determinar suas repercussÃes e o grau de comprometimento no desenvolvimento normal da populaÃÃo estudada, estabelecer o tempo mÃdio decorrido entre a percepÃÃo das alteraÃÃes do desenvolvimento pela famÃlia, o diagnÃstico e encaminhamento mÃdico e admissÃo da crianÃa no serviÃo. Trata-se de um estudo transversal descritivo, realizado no NÃcleo de AtenÃÃo MÃdico Integrada (NAMI) da Universidade de Fortaleza (UNIFOR), no perÃodo de fevereiro a junho de 2005, onde foram avaliadas 85 crianÃas com diagnÃstico definitivo de Paralisia Cerebral (PC), na faixa etÃria de zero a doze anos, com alteraÃÃes sensÃrio-motoras em tÃnus, postura e movimento, dÃficits visuais e auditivos. Os dados coletados foram arquivados em base eletrÃnica EPI-INFO versÃo 6.01 e mostraram os seguintes resultados: a amostra foi constituÃda por 50,6% de crianÃas do sexo masculino, sendo a mÃdia de idade de 4 anos e 3 meses, 85,9% foram procedentes de Fortaleza com mÃdia de idade ao diagnÃstico de PC de 11 meses. Houve um grande percentual de crianÃas que sofreram complicaÃÃes neonatais (77,4%), tendo o desconforto respiratÃrio destacado-se fazendo com que 65,3% recebessem cuidados em UTI neonatal. A maioria das crianÃas apresentou PC do tipo espÃstica (69,1%), de grau severo (51,8%), tetraplÃgicas (71,4%), apenas 27% comunicavam-se verbalmente e 53% freqÃentavam a escola regularmente. Pode-se concluir que a maioria das crianÃas apresenta grave comprometimento sensÃrio-motor e que os primeiros sinais de tal comprometimento foram percebidos por seus familiares, apesar da grande maioria ter recebido atendimento pediÃtrico de rotina no 1Â ano de vida, poucas foram avaliadas e receberam algum tipo de orientaÃÃo sobre o desenvolvimento neuropsicomotor durante as consultas, fato esse que nos alerta sobre a necessidade de realizaÃÃo de conscientizaÃÃo junto a profissionais da atenÃÃo bÃsica para importÃncia da avaliaÃÃo periÃdica do desenvolvimento no 1Â ano de vida, para que se possa assim identificar e encaminhar crianÃas com possÃveis atrasos e patologias graves como a PC em tempo cada vez mais hÃbil, aumentando a probabilidade de uma melhor qualidade de vida. / This research aimed to study the clinical conditions of children with cerebral palsy in a reference service in pediatric care in Fortaleza as well as identify the main risk factors for cerebral palsy, to determine its impact and the degree of impairment in normal development the study population, establish the average time elapsed between the perception of changes in the family development, diagnosis and medical referral and admission of the child in the service. This is a cross sectional study, conducted at the Center for Integrated Medical Care (NAMI), University of Fortaleza (UNIFOR) in the period from February to June 2005, evaluating 85 children with definite diagnosis of cerebral palsy (CP) in aged zero to twelve years, with changes in sensory-motor tone, posture and movement, visual and hearing deficits. The collected data were stored on base Electronic EPI-INFO version 6.01 and the following results: the sample comprised 50.6% of male children, with a mean age of 4 years and 3 months, 85.9% were coming from Fortaleza mean age at CP diagnosis of 11 months. There was a large percentage of children who suffered neonatal complications (77.4%) and respiratory distress leading to making 65.3% received care in the NICU. Most of the children had spastic CP (69.1%), severe (51.8%), quadriplegia (71.4%), only 27% communicated verbally and 53% were attending school regularly. It can be concluded that most children had severe sensory-motor and the first signs of such involvement were perceived by their families, although the majority have received pediatric care routine in the first year of life, few have been evaluated and received some guidance on the psychomotor development during the consultations, a fact that makes us aware of the need to make awareness among the primary care team about the importance of regular assessment of developments in the first year of life, so that we can to identify and refer children with potential delays and serious illnesses such as PC-time increasingly skilled, increasing the likelihood of a better quality of life.

M.Ed. / Play is a concept that has been widely researched and discussed by psychologists, historians, educationalists and anthropologists throughout history. These scholars have been intrigued by its significance and meaning. Their findings have lead them to agree that play is an essential component in healthy human development. The value of play in the lives of children cannot be underestimated. It is the natural mode of learning for children and it is the carrier through which they acquire vital skills, which are essential for effective functioning in society. Play activities are generally enjoyable and are marked by elements of competition, participation, humour, creativity, problem solving and discipline. In the context of the school environment, these skills can be developed and enhanced through participation in extra mural activities. As a learner support specialist, I am particularly interested in the role of extra mural activities in the development of Grade Three children in a specific private school where there is an apparent lack of involvement in these activities. Child development specialists have confirmed that participation in after school activities cultivates creativity and imagination and expands intellectual, social and emotional skills. The qualitative case study described in this research essay aims to provide colleagues, parents and other interested parties with a rich description of the important holistic contributions made to the development of Foundation Phase children and more specifically, Grade Three learners. In this type of research, there are three main categories for data collection. These are observation, interviewing and artifact and document studies. I used these methods extensively through my investigation. The participants in this study were my present group of Grade Three children at the co-educational private school where I currently teach. The 21 children in the class come from as diverse multicultural and multilingual backgrounds as we have in our young democracy. Informal interviews and conversations were held with the children to gain an understanding of their perspectives on participation in extra mural activities. They were also involved in the compilation of a scrapbook, which formed the bulk of the data collection process. By observing the children during the compilation of the scrapbook, I was able to record their behavior, their attitude towards the activity and how they relate to each other. Through this observation, I was able to gain a fresh perspective of the phenomenon under study. Content analysis was the strategy I selected for the analysis of my data. This is a useful research tool that involves the scrutiny of the contents of a communication. Through this analysis, I explored ideas, beliefs and attitudes pertaining to the subject matter. The findings are discussed using the identified themes. These themes fall into two distinct categories, each with their own sub-categories. The first category involves what emerged through the children’s experience of the scrapbook and interview, while the second category is characterized and influenced by my perceptions and experiences as a teacher. The special nature of children has been referred to throughout this study and thus, I would like to present their perceptions and experiences before I discuss my own. After all, they were the main participants in this study and their input deserves acknowledgement. The findings have been presented mainly in terms of Gardner’s Theory of Multiple Intelligences. This theory honours and promotes the development of all eight avenues of intelligence in Grade three children. The results of my research indicate that extra mural activities offer children a variety of stimulating environments and opportunities, which expose them to many learning opportunities to better, individualize their needs and interests and assist in developing their unique potentials, thus contributing to their holistic development.