Submitted by SBI Biblioteca Digital (sbi.bibliotecadigital@puc-campinas.edu.br) on 2017-04-07T18:32:47Z No. of bitstreams: 1 CAROLINA ROSA CAMPOS.pdf: 3585459 bytes, checksum: ff8320df856df1f736a4caeeb06da635 (MD5) / Made available in DSpace on 2017-04-07T18:32:47Z (GMT). No. of bitstreams: 1 CAROLINA ROSA CAMPOS.pdf: 3585459 bytes, checksum: ff8320df856df1f736a4caeeb06da635 (MD5) Previous issue date: 2017-02-13 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / Considering the importance of the inclusion of the visually impaired regarding issues investigated by Psychology, this research had the objective of continuing a process of building a battery to assess cognitive abilities of visually impaired children. The instrument, consisting of four subtests (verbal reasoning, logical, numerical and memory) which belong to the Intelligence Assessment Battery for Visually Impaired Children (PAIC-DV) and the scale of Teacher?s Perception of Visually Impaired Children?s Intelligence (EPIC-DV), was the target of a series of studies aiming for the investigation of its psychometric qualities. Different samples were used to achieve these goals: 195 children, with 30 visually impaired (type: acquired n = 8; congenital n = 12; degree: low vision n = 23; blindness n = 7) aged between seven and 12 years (M = 9.76; DP = 1.81) and 165 normal vision children, aged between seven and 12 years (M = 11.57; DP = 0.41); 15 teachers, with 10 specialized in service to the visually impaired and 5 regular education teachers, which responded to scale evaluating each of the 195 children. The results of the PAIC-DV pointed to psychometric suitability of the instrument?s factorial structure, inside a model with second-order factor (General Intelligence) and three specific factors related to the subtests Verbal Reasoning, Logical and Numeric (the Memory subtest was not inserted in the analysis). Significant differences were also found related to total scores of each subtest within the group, and normal vision children showed better results in all subtests when compared to children with visual impairment. Significant positive correlations were found in moderate magnitude and weak for most of the results in the comparison between PAIC-DV and BPR-5, as well as between the PAIC-DV and school grades and levels of internal consistency amongst 0.85 and 0.88 for each factor, indicating good precision of the instrument. EPIC-DV results showed content evidence validity through the analysis of judges and construct validity evidence by means of a model with second-order factor (General Intelligence) and four specific factors related to the subtests Verbal Reasoning, Logical, Numerical and Memory. Significant differences were found regarding the performance subtests at all, with the exception of numerical reasoning. The evaluations carried out by the teachers showed better performance of children with visual impairment in all factors (with the exception of numerical reasoning), compared to the evaluations carried out for normal vision children. Regarding the type of disability, a significant difference was found only for verbal reasoning, with better performance of children with congenital deficiency and, in relation to the degree, no significant differences were found for any factor. Considering school grades, few correlations and low magnitude have been found. The reliability, by means of internal consistency ranged from 0.94 to 0.97 for each factor, indicating good accuracy of the instrument. Supplementary analysis made through the investigation of convergent validity evidence, used the BPR-5 that indicated significant negative correlations and weak magnitude from the PAIC-DV with Logical Reasoning and Numerical Reasoning, as well as of the total score of the EPIC-DV with Numerical Reasoning test. Finally, congruence analysis was applied concerning the instruments that structure the battery, whose results indicated significant correlations as moderate positive and weak among the instruments, indicating the possibility that both are used as complements when assessing cognitive aspects of children with visual impairment. We conclude that the studies developed with the instruments brought relevant data about the importance of a specific intelligence assessment instrument for children with visual impairment, and studies with larger samples can enrich and contribute to the expansion in use of the built instrument. / Teniendo en cuenta la importancia de la inclusi?n de la discapacidad visual en las cuestiones investigadas por la psicolog?a, esta investigaci?n tuvo como objetivo continuar con el proceso de construcci?n de una bater?a de pruebas para evaluar las capacidades cognitivas de los ni?os con discapacidad visual. El instrumento consta de cuatro pruebas de rendimiento (razonamiento verbal, l?gico, num?rico y memoria) que pertenece a la Bater?a de Evaluaci?n de Inteligencia para ni?os con discapacidad visual (PAIC-DV) y la Escala de Percepci?n de Maestros acerca de la inteligencia de ni?os con discapacidad visual (EPIC -DV), que fue objeto de una serie de estudios para investigar sus cualidades psicom?tricas. Diferentes muestras se utilizaron para alcanzar estas metas: 195 ni?os, 30 discapacitados visuales (tipo: Adquirida n = 8; cong?nita n = 12; grado: baja visi?n n = 23; ceguera n = 7) con edades comprendidas entre siete y 12 a?os ( M = 9.76, SD = 1.81) y 165 ni?os videntes, con edades comprendidas entre siete y 12 a?os (M = 11,57, SD = 0,41); 15 profesores, 10 especializados en el servicio a personas con discapacidad visual y 5 maestros de escuelas regulares, que respondieron a la escala de evaluaci?n de cada uno de los 195 ni?os. Los resultados de la PAIC-DV se?alaron adecuaci?n psicom?trica de la estructura factorial del instrumento dentro de un modelo con un factor de segundo orden (inteligencia general) y tres factores espec?ficos relacionados con las pruebas de razonamiento verbal, l?gico y num?rico (prueba memoria no fue insertado en el an?lisis). Tambi?n se encontraron diferencias significativas en relaci?n al total de cada prueba en relaci?n con el grupo. Los ni?os con visi?n han obtenido mejores resultados en todas las pruebas en comparaci?n con los ni?os con discapacidad visual. En cuanto al tipo de discapacidad, no se encontraron diferencias significativas, y s?lo la prueba de la memoria mostr? diferencias significativas a favor de los ni?os con baja visi?n. Se encontraron correlaciones significativas positivas de magnitud moderada y baja para la mayor?a de los resultados en comparaci?n entre PAIC-DV y BPR-5, as? como entre PAIC-DV y los a?os escolares. Los ?ndices de consistencia interna estuvieron entre 0,85 y 0,88 para cada factor, lo que indica buen instrumento de precisi?n. Los resultados de EPIC-DV mostraron evidencia de la validez de contenido, a trav?s del an?lisis de los jueces y validez de contenido de pruebas por medio de un modelo con un factor de segundo orden (inteligencia general) y cuatro factores espec?ficos relacionados con las pruebas razonamiento verbal, l?gico, num?rico y la memoria. No se encontraron diferencias significativas con respecto al rendimiento en todas las pruebas, excepto por el razonamiento num?rico. La evaluaci?n hecha por los profesores indicaron un mejor rendimiento de los ni?os con discapacidad visual en todos los factores (excepto para el razonamiento num?rico), en comparaci?n con las evaluaciones para los ni?os videntes. En cuanto al tipo de discapacidad, no se encontraron diferencias significativas, s?lo para el razonamiento verbal, con un mejor rendimiento de los ni?os con discapacidad cong?nita y en relaci?n al grado, no hubo diferencias significativas para cualquier factor. En cuanto a los a?os escolares, se encontraron pocas correlaciones y baja magnitud. La precisi?n a trav?s de la consistencia interna vari? de 0,94 a la 0,97 para cada factor, lo que indica buen instrumento de precisi?n. Posterior an?lisis de investigaci?n de validez convergente con la BPR-5 ha indicado correlaciones significativas negativas y de baja magnitud de PAIC-DV con el Razonamiento L?gico y el factor de Razonamiento Num?rico, as? como el total de la EPIC -DV con la prueba de Razonamiento Num?rico. Por ?ltimo, se realiz? un an?lisis de congruencia entre los instrumentos que componen la bater?a y la escala. Los resultados mostraron correlaciones significativas moderadas y d?biles positivas entre los instrumentos de forma que indique la posibilidad de que ambos se utilizan de manera complementaria en la evaluaci?n cognitiva de los ni?os con discapacidades visual. Se concluye que los estudios llevados a cabo con el instrumento trajeron datos relevantes sobre la importancia de un instrumento espec?fico para evaluar la inteligencia de los ni?os con discapacidad visual y que los estudios con muestras m?s grandes pueden enriquecer y contribuir a la expansi?n del uso del instrumento construido. / Considerando a necessidade da inclus?o do deficiente visual nas quest?es investigadas pela Psicologia, bem como a garantia de igualdade nas avalia??es psicol?gicas realizadas, essa pesquisa teve como objetivo a continua??o do processo de constru??o de uma bateria de testes para avalia??o das habilidades cognitivas de crian?as deficientes visuais. O instrumento, composto por quatro subtestes de execu??o (racioc?nio verbal, l?gico, num?rico e mem?ria) pertencentes ? Provas de Avalia??o da Intelig?ncia para Crian?as Deficientes Visuais (PAIC- DV) e pela Escala de Percep??o de Professores da Intelig?ncia de Crian?as deficientes visuais (EPIC-DV), foi alvo de uma s?rie de estudos visando a investiga??o das suas qualidades psicom?tricas. Diferentes amostras foram utilizadas para alcan?ar esses objetivos: 195 crian?as, sendo 30 deficientes visuais (tipo: adquirida n= 8; cong?nita n=12; grau: baixa vis?o n= 23; cegueira n= 7) com idades entre sete e 12 anos (M= 9,76; DP= 1,81) e 165 crian?as normovisuais, com idades entre sete e 12 anos (M= 11,57; DP= 0,41); 15 professores, sendo 10 especializados no atendimento a deficientes visuais e 5 professores de ensino regular, os quais responderam a escala avaliando cada uma das 195 crian?as, assim como um grupo de ju?zes especialistas na ?rea de avalia??o psicol?gica. Os resultados do conjunto PAIC-DV apontaram adequa??o psicom?trica da estrutura fatorial do instrumento, dentro de um modelo com fator de segunda ordem (intelig?ncia geral) e tr?s fatores espec?ficos relacionados aos subtestes Racioc?nio Verbal, L?gico e Num?rico. Foram encontradas diferen?as significativas em rela??o ao total de acertos de cada subteste em rela??o a grupo (crian?as normovisuais apresentaram melhores resultados em todos os subtestes em compara??o com as crian?as com defici?ncia visual), o mesmo n?o ocorrendo em rela??o ao tipo de defici?ncia (somente o subteste de Mem?ria apresentou diferen?as significativas a favor das crian?as com baixa vis?o). Foram encontradas correla??es significativas positivas de magnitude moderada e fraca para a maioria dos resultados na compara??o entre PAIC-DV e BPR-5, bem como entre o conjunto PAIC-DV e as notas escolares, tomados como crit?rio externo. ?ndices de consist?ncia interna entre 0,85 e 0,88 foram encontrados para cada fator, indicando boa precis?o do instrumento. Os resultados da EPIC-DV, por sua vez, apresentaram evid?ncias de validade de conte?do, por meio da an?lise de ju?zes e evid?ncias de validade de construto por meio de um modelo com fator de segunda ordem (intelig?ncia geral) e quatro fatores espec?ficos relacionados aos subtestes Racioc?nio Verbal, L?gico, Num?rico e Mem?ria. Diferen?as significativas em rela??o ao desempenho em todos os subtestes, com exce??o do racioc?nio num?rico, a favor das crian?as com defici?ncia visual em todos os fatores (com exce??o do racioc?nio num?rico). Em rela??o ao tipo de defici?ncia, diferen?a significativa foi encontrada apenas para o racioc?nio verbal, com melhor desempenho das crian?as com defici?ncia cong?nita e, em rela??o ao grau, n?o foram encontradas diferen?as significativas para nenhum fator. Em rela??o ?s notas escolares, poucas correla??es e de baixa magnitude foram encontradas. A precis?o, por meio da consist?ncia interna variou entre 0,94 e 0,97 para cada fator, indicando boa precis?o do instrumento. An?lise complementar, por meio da investiga??o de evid?ncias de validade convergente, usando-se a Bateria de Provas de Racioc?nio 5 indicou correla??es significativas negativas e de magnitude fraca da PAIC-DV com o fator Racioc?nio L?gico e Racioc?nio Num?rico, bem como do Total da EPIC-DV com a prova de Racioc?nio Num?rico. Por fim, foi realizada an?lise de congru?ncia entre os instrumentos que comp?em a bateria, cujos resultados indicaram correla??es significativas positivas moderadas e fracas entre os instrumentos, de modo a indicar a possibilidade de que ambos sejam usados de forma complementar na avalia??o cognitiva de crian?as com defici?ncia visual. Conclui-se que os estudos desenvolvidos com o instrumental trouxeram dados relevantes quanto ? import?ncia de um instrumento espec?fico de avalia??o da intelig?ncia para crian?as com defici?ncia visual e que, estudos com amostras maiores podem enriquecer e contribuir para a expans?o do uso do instrumento constru?do.

Made available in DSpace on 2016-04-28T20:57:26Z (GMT). No. of bitstreams: 1 Anegreice Valerio.pdf: 1120929 bytes, checksum: d8b30b566b522daf1e41d93a3037c97e (MD5) Previous issue date: 2008-05-30 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Understanding mental states such as desires, emotions and beliefs is important for the success to our every Day relationships. The acquisition and development of this ability are aspects that have been studied under the name of theory of mind. To study the first manifestations of this comprehension can enable to understand this development. The central objective of this research is to examine the constitution of children s theory of mind. Another objective, a practical one, is to offer assistance for the promotion of activities that favor this development. 58 preschool children of a medium-high socioeconomic level, 29 boys and 29 girls between 1;11 to 3;7 year-olds, were followed for 18 months in 4 gatherings with intervals of 6 months through two procedures: a) observation in playful situation kids were videotaped playing in groups of 4; b) they were given tasks, kids answered individually to tasks of belief and false belief. Verbalizations were typed and submitted to software SPAD-T for treatment and categorization according to the type of attribution of mental states. The performance in the tasks was submitted to the Factorial Analysis. The results showed that the attributions more precocious of mental states to the other one happened at 2 years 5 months (emotion), 2 years and 7 months (desire) and 3 years and 2 months (belief). Differences were found in relation to the period of acquisition in terms related to belief. The most used terms were the verbs gostar (to like), querer (to want) and saber (to know). Other words frequently used were medo (fear), feliz (happy) and triste (sad) at the end of the second year of life and pensar (to think), conhecer (to know), mentir (to lie) and enganar (to cheat) during the third year of life. The factorial analysis revealed that there was age influence in this development and found different profiles of development. The results of both groups of data (verbal manifestations and task performance) were used in the intra-individual analysis of 10 participants and, in all cases, were complemented in the explanation of the behavior of each child / Compreender estados mentais como desejos, emoções e crenças é importante para o êxito de nossas relações cotidianas. A aquisição e o desenvolvimento dessa habilidade são aspectos que têm sido estudados sob o nome de Teoria da Mente. Estudar as primeiras manifestações dessa compreensão pode colaborar para entender esse desenvolvimento. A presente pesquisa é um estudo longitudinal com o objetivo central de examinar a constituição da teoria da mente das crianças. Outro objetivo, de caráter prático, é oferecer subsídios para a promoção de atividades escolares favorecedoras desse desenvolvimento. Participaram da pesquisa 58 crianças, 29 meninos e 29 meninas, entre 1a11m e 3a7m, de uma escola de educação infantil que atende crianças de NSE médio e alto. Os participantes foram acompanhados por 18 meses, em quatro coletas, com intervalos de 6 meses, por meio de dois procedimentos: a) observações em situações lúdicas - as crianças foram vídeo-gravadas brincando em grupos de quatro; b) aplicação de tarefas - as crianças responderam individualmente a tarefas de crença e crença falsa. As verbalizações foram transcritas, submetidas ao software SPAD-T para tratamento e categorizadas segundo o tipo de atribuição de estados mentais. O desempenho nas tarefas foi submetido à Análise Fatorial. Os resultados mostraram que as atribuições mais precoces de estados mentais ao outro ocorreram aos 2a5m (emoção), 2a7m (desejo) e 3a2m (crença). Foram encontradas diferenças em relação ao período de aquisição de termos relativos à crença. Os termos mentais mais utilizados foram os verbos gostar, querer e saber. Outras palavras utilizadas com freqüência foram medo, feliz e triste no final do segundo ano de vida e pensar, conhecer, mentir e enganar durante o terceiro ano. A análise fatorial revelou que houve influência da idade nesse desenvolvimento e encontrou diferentes perfis de desenvolvimento. Os resultados dos dois conjuntos de dados (manifestações verbais e desempenho em tarefas) foram utilizados na análise intra-individual de 10 participantes e, em todos os casos, se complementaram na explicação do comportamento de cada criança

Nous menons une enquête longitudinale dans un dispositif de pré-formation auprès des formateurs et des jeunes peu qualifiés et ainsi en difficulté d’insertion sociale et professionnelle. Nous relevons les marqueurs d’apprentissage et de développement des jeunes par l’analyse des interactions verbales et des entretiens. Les résultats montrent l’importance de la socialisation du jeune novice par son interaction verbale avec le formateur expert des situations sociales. Dans le sens de Vygotsky, l’interaction est considérée comme une « Situation Sociale de Développement » qui vise à ce que le jeune apprenne les situations par leur ré-interprétation par le formateur. Ce travail mène à la transformation de ses activités cognitive et opératoire nécessaires à la maîtrise des situations et à l’adoption appropriée des règles qui régissent les espaces physiques, sociaux et culturels, avec des personnes étrangères à l’environnement social habituel du jeune. / We conduct a longitudinal survey in a scheme for pre-training for trainers and youth with poor skills and thus in great difficulty of social and professional integration. We identify markers for young people’s learning and development of the verbal interactions and interviews. The results show the importance of socialization of young novice through his verbal interaction with the trainer who is expert with social situations. As discussed by Vygotsky, interaction is considered "Social Situation of Development" who aims to ensure that young people learn the situations through their reinterpretation by the trainer. This work leads to the transformation of young people’s cognitive and operational activities necessary for controlling situations and to the appropriate adoption of rules that govern the physical, social and cultural spaces, with people outside the usual social environment of young people.

Στην προσχολική παιδαγωγική, το σώμα του παιδιού αποτελεί το μέσο για την ολοκλήρωση της ολόπλευρης και ισόρροπης ανάπτυξής του. Το παιδί ολοκληρώνει τη συνολική ανάπτυξή του, καθώς εξελίσσεται το σώμα του· εξέλιξη που επηρεάζει και τη μαθησιακή και κοινωνικο- συναισθηματική ζωή του και, εν συνεχεία, κατά πολύ την ακαδημαϊκή του πορεία (Ευαγγελινού & Παππά, 2002). Σε κάθε κινητική δραστηριότητα, άλλωστε, συμμετέχει πάντα ολόκληρο το άτομο με αποτέλεσμα οι κινήσεις του να έχουν συναισθηματικές, νοητικές και κοινωνικές προεκτάσεις (Zimmer, 2007). Η διδασκαλία της ψυχοκινητικής αγωγής (ΨΑ) στηρίζει τις βάσεις της στα γενικά αναλυτικά προγράμματα του Νηπιαγωγείου, δίνοντας έμφαση στην ολόπλευρη ανάπτυξη των νηπίων, μέσα από τις ιδιαίτερες εκπαιδευτικές ανάγκες τους. Από τα αποτελέσματα της μέχρι σήμερα ερευνητικής δραστηριότητας, η ψυχοκινητική αγωγή έχει ευεργετική επίδραση στις κινητικές δεξιότητες των μαθητών και υποστηρίζει σημαντικά εκείνους που παρουσιάζουν φτωχή κινητική απόδοση ή αναπτυξιακές διαταραχές (Cooley, Oakman, McNaughton & Ryska, 1997; Hamilton, Goodway & Haubensticker, 1999; Karabourniotis, Evaggelinou, Tzetzis & Kourtessis, 2002; Rintala, Pienimäki, Ahonen, Cantell & Kooistra, 1998; Σπανάκη, 2008; Σπανάκη, Σκορδίλης & Βενετσάνου, 2010; Zimmer, Christoforidis, Xanthi, Aggeloussis & Kambas, 2008; Venetsanou, Kambas, Sagioti, Giannakidou, 2009). Παράλληλα, στο χώρο του Νηπιαγωγείου, μεγάλη αξία έχουν οι δραστηριότητες που εμπεριέχουν τεχνικές θεατρικών δράσεων, καθώς υποστηρίζουν την ομαλή ένταξη του νηπίου στην ομάδα του Νηπιαγωγείου και την κοινωνικοποίησή του και αναπτύσσουν τις δεξιότητές του, που εξελίσσονται σε αυτήν την ηλικία (Μπουρνέλη, 2002). Σημαντικός, όμως, είναι ο ρόλος τους όσον αφορά την αντιμετώπιση μαθητών με κοινωνικο- συναισθηματικές και μαθησιακές δυσκολίες (Κουρετζής, 2008), με δυσκολίες προσαρμογής ακόμα και άτομα με ειδικές εκπαιδευτικές ανάγκες (Κουρκούτας, 2007; Λενακάκης, 2001). Η παρούσα διδακτορική διατριβή εξέτασε την επίδραση ενός παρεμβατικού προγράμματος ΨΑ με στοιχεία θεατρικού παιχνιδιού στην κινητική, γνωστική και συναισθηματική ανάπτυξη μαθητών/τριών προσχολικής ηλικίας με ή χωρίς ειδικές εκπαιδευτικές ανάγκες. Η επίδραση του παραπάνω προγράμματος εξετάστηκε σε μαθητές γενικού σχολείου, σε μαθητές με κώφωση/ βαρηκοΐα, αλλά και σε μαθητές που φοιτούσαν σε τμήματα ένταξης ‘γενικού’ Νηπιαγωγείου. Το δείγμα της έρευνας αποτέλεσαν 63 μαθητές/ τριες που φοιτούσαν σε Νηπιαγωγεία, Αθήνας και Ηρακλείου Κρήτης. Συγκεκριμένα: α) Ν = 13 από 2 Νηπιαγωγεία με μαθητές με κώφωση β) Ν = 41 από 2 Νηπιαγωγεία με μαθητές ‘γενικού’ πληθυσμού και γ) Ν = 9 από 2 Νηπιαγωγεία με μαθητές που φοιτούσαν σε τμήματα ένταξης. Με τυχαία δειγματοληψία, το ένα τμήμα Νηπιαγωγείου από κάθε ομάδα πληθυσμού αποτέλεσε την πειραματική ομάδα και το άλλο τμήμα την ομάδα ελέγχου, αντίστοιχα (Thomas & Nelson, 2003). Η αρχική αξιολόγηση συμπεριλάμβανε δοκιμασίες που αξιολογούσαν την κινητική, γνωστική και συναισθηματική ανάπτυξη όλων των συμμετεχόντων, με τη χρήση των ‘Bruininks- Oseretsky Test of Motor Proficiency’ (Bruininks, 1978), ‘ΑΘΗΝΑ τεστ’ (Παρασκευόπουλος & Παρασκευοπούλου, 2011), και το ‘Ερωτηματολόγιο Δια- προσωπικής και Ενδο- προσωπικής Προσαρμογής’ (ΕΔΕΠ) (Παρασκευόπουλος & Γιαννίτσας, 1999), για κάθε μία από τις παραπάνω αξιολογήσεις, αντίστοιχα. Στη συνέχεια, σχεδιάστηκε το παρεμβατικό πρόγραμμα ΨΑ με στοιχεία θεατρικού παιχνιδιού, σε συνεργασία με τους εκπαιδευτικούς των επιλεγμένων τμημάτων, για τις πειραματικές ομάδες. Το πρόγραμμα ΨΑ βασιζόταν στις εξατομικευμένες ανάγκες και δυνατότητες του κάθε μαθητή ξεχωριστά και εμπεριείχε δραστηριότητες προσαρμοσμένες στις αρχές ΨΑ της Zimmer (2007) σε συνδυασμό με στοιχεία θεατρικού παιχνιδιού και πραγματοποιήθηκε η υλοποίησή του στις πειραματικές ομάδες. Οι ομάδες ελέγχου ακολούθησαν το ημερήσιο πρόγραμμα του κάθε Νηπ/είου. Η πειραματική παρέμβαση είχε χρονική διάρκεια δυόμιση μήνες (10 εβδομάδες) συνολικά, με συχνότητα δύο φορές την εβδομάδα. Στο τέλος της παρέμβασης ακολούθησε η επαναξιολόγηση των συμμετεχόντων των δύο ομάδων, ως προς την κινητική, γνωστική και ψυχοκοινωνική τους ανάπτυξη, με τα ίδια ερευνητικά εργαλεία που χρησιμοποιήθηκαν για την αρχική αξιολόγηση. To Στατιστικό Πρόγραμμα των Κοινωνικών Επιστημών (Statistical Package for the Social Sciences, SPSS) (Norusis, 1993) χρησιμοποιήθηκε για τις ανάγκες της έρευνας. Συγκεκριμένα, τρεις ομάδες από παραγοντικές αναλύσεις διασποράς (2 x 2 ANOVAs) αξιολόγησαν την επίδραση του παρεμβατικού προγράμματος ΨΑ, στην κινητική, γνωστική και συναισθηματική ανάπτυξη μαθητών Νηπιαγωγείου. Στα αποτελέσματα της έρευνας υπήρξαν σημαντικές αλληλεπιδράσεις παρεμβατικού προγράμματος και χρονικού σημείου μέτρησης σχετικά με τις κινητικές ικανότητες των τριών ομάδων μαθητών/τριών (‘γενικό’, κωφών και φοιτούντων σε τμήματα ένταξης). Επίσης, υπήρχαν σημαντικές αλληλεπιδράσεις αναφορικά με τις γνωστικές δεξιότητες. Τα αποτελέσματα έδειξαν, επίσης, σημαντική αλληλεπίδραση στις ψυχοκοινωνικές δεξιότητες των συμμετεχόντων στην ομάδα του ‘γενικού’ πληθυσμού, ενώ δεν υπήρχε αντίστοιχη σημαντική αλληλεπίδραση για την ομάδα των κωφών και των μαθητών/τριών σε τμήματα ένταξης. Τα αποτελέσματα της παρούσας έρευνας παρουσιάζουν τη σημαντικότητα ψυχοκινητικών προγραμμάτων μέσα στην εκπαιδευτική διαδικασία, προκειμένου να υποστηριχτεί ο μαθητής αναφορικά με την κινητική αλλά και τη γνωστική και την ψυχοκοινωνική του ανάπτυξη. Σύγχρονοι παιδαγωγοί οφείλουν να ενημερώνονται και να αξιοποιούν προγράμματα σαν το παρόν παρεμβατικό προκειμένου να στοχεύουν στην περαιτέρω βελτίωση των δυνατοτήτων των μαθητών/τριών τους. Το κατάλληλο πρόγραμμα παρέμβασης στηριζόμενο στην ψυχοκινητική εκπαίδευση μπορεί να επηρεάσει την ανάπτυξη και εξέλιξη του ατόμου συνολικά. Σημαντική, εξάλλου, είναι η πρώιμη ανίχνευση δυσκολιών και ο προσδιορισμός των ιδιαίτερων εκπαιδευτικών αναγκών του κάθε μαθητή, και, εν συνεχεία, ο σχεδιασμός παρεμβατικών προγραμμάτων κατάλληλων για την αντιμετώπιση των προαναφερόμενων και την κατάλληλη υποστήριξη. / In preschool pedagogy, child's body is the instrument for the integration of comprehensive and balanced development. Children complete their overall development, as their body evolves; this development affects their learning and socio-emotional life and, subsequently, to a large extent, their academic course. However, in several motor activities, the whole person is always involved and the movements have an emotional, cognitive and social implication. The teaching of psychomotor bases its foundation on the general curricula of kindergarten, emphasing in all-round growth of infants, through their specific educational needs. From the results of research activity up to now, psychomotor therapy has a beneficial effect on motor skills of students and supports significantly those who have poor motor performance or developmental disorders (Cooley, Oakman, McNaughton & Ryska, 1997; Hamilton, Goodway & Haubensticker, 1999; Karabourniotis, Evaggelinou, Tzetzis & Kourtessis, 2002; Rintala, Pienimäki, Ahonen, Cantell & Kooistra, 1998; Σπανάκη, 2008; Spanaki, Skordilis & Venetsanou, 2010; Zimmer, Christoforidis, Xanthi, Aggeloussis & Kambas, 2008; Venetsanou, Kambas, Sagioti, Giannakidou, 2009). Simultaneously, in the space of kindergarten, the activities with some technical theatrical actions have high value , as they support the smooth integration of infants in the nursery team and their socialization as well as develop their skills, which evolve in this age. However, their role as far as dealing with students facing socio- emotional or learning difficulties difficulties in adapting, even people with special educational needs can be considered really important. This thesis examined the effect of the intervention psychomotor program with elements of theatrical play in motor, cognitive and emotional development of preschoolers with and without special educational needs. The effect of this program was examined in public school students, students with deafness / hearing loss, but also in students attending integration classes in 'general' kindergarten. The sample consisted of two parts, from: a) 2 kindergartens with deaf students (N = 13), b) two kindergartens with pupils 'general' population (N = 41) and c) two kindergartens with students attending rehabilitation classes (N = 9). Through random sampling, the one part of each population group formed the experimental group and the other part the control group, respectively (random selection) (Thomas, & Nelson, 2003). The initial assessment included tests evaluating motor, cognitive and emotional development of all participants, using the ‘Bruininks-Oseretsky Test of Motor Proficiency’ (Bruininks, 1978), ‘Athena test’ (Paraskevopoulos & Paraskevopoulou, 2011), and ‘Questionnaire inter-personal and intra-personal adjustment’ (ALCO) (Paraskevopoulos & Giannitsas, 1999), each of the above evaluations, respectively. The design of the intervention program Psychomotor Education with signs of dramatic play was done in collaboration with the teachers of the selected sections, attended the experimental groups proceeded to execution. The psychomotor program was based on the individual needs and abilities of each student and included activities well adapted to the principles of PsA, according to Zimmer (2007), in combination with elements of theatrical game and was held in the groups that were selected as experimental groups randomly (Thomas, & Nelson, 2003). The groups remained as control groups OE followed the normal daily schedule of every kindergarten. The experimental intervention period lasted two and a half months (10 weeks) in total, with a frequency of two times a week. At the end of the experimental intervention, the reassessment of participants regarding kinetic, cognitive and emotional development, for all groups (experimental and control) followed, with the same research tools used for the initial evaluation. To Statistical Program of Social Sciences (Statistical Package for the Social Sciences, SPSS 13) was used for the purposes of research. Specifically, three 2x2 ANOVA analyses evaluated the effect of the intervention program on kinetics, cognitive and emotional development of kindergarten students. The survey results showed significant interactions existing between the experimental group and the time of assessment regarding the motor skills of all populations ('general', deaf and those attending inclusive classes). Moreover, there were significant interactions of the intervention program for the experimental group compared with the control group of all populations on cognitive skills. The results of the research also showed significant interaction to the psychosocial skills of participants in the group of 'general' population, while there was no significant interaction for the group of deaf and those attending inclusive classes, regarding psychosocial skills. The results of this study highlight the importance of psychomotor programs in the educational process in order to support students with respect to their motor, cognitive and psychosocial development. Modern educators should be informed and take advantage of programs like this intrusive one, in order to aim at further improvement of the capabilities of their students. The appropriate intervention program based on psychomotor education can affect the growth and development of the whole person. Besides, the early detection and identification of the difficulties as well as the special educational needs of each student, and, subsequently, the design of appropriate intervention programs to address the above with the appropriate support is a very important issue.

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No description available.

Le niveau de préparation scolaire des enfants est un prédicteur important de la réussite scolaire ultérieure. Les études ont montré que la fréquentation d’un milieu de garde extra-familial avant l’entrée en maternelle influence le niveau de préparation scolaire des enfants. L’objectif de cette étude est d’examiner quels parcours de garde sont associés à une meilleure préparation scolaire autant sur le plan cognitif que socio-émotionnel. Le second objectif est d’examiner si les différents parcours de garde contribuent différemment à la préparation scolaire selon les caractéristiques socio-familiales de l’enfant. Cinq cent soixante-douze enfants ont été recrutés à partir du registre des naissances du Québec et ont été suivis de l’âge de 5 mois jusqu’à leur entrée en maternelle. Trois parcours de garde ont été considérés: la garde continue en milieu familial (F-F), la garde en milieu familial durant la petite enfance suivie de la garde en installation durant l’âge préscolaire (F-I) et la garde continue en installation (I-I). Le niveau de préparation scolaire des enfants ayant suivi un de ces parcours de garde a été comparé à celui des enfants n’ayant jamais fréquenté de façon régulière un service de garde. La dimension cognitive de la préparation scolaire a été évaluée à l’aide du test du Lollipop et la dimension socio-émotionnelle à l’aide du Questionnaire des comportements sociaux. Les résultats indiquent qu’un parcours de garde favorise la dimension cognitive de la préparation scolaire de tous les enfants, sans nuire à la dimension socio-émotionnelle : le parcours F-I. On observe en outre un effet modérateur de la scolarité maternelle : lorsque les mères ont fait des études universitaires, la préparation scolaire de leurs enfants sur les deux dimensions de la préparation scolaire est aussi élevée pour ceux qui n’ont jamais fréquenté de service de garde sur une base régulière que pour ceux qui ont suivi le parcours de garde F-I. La présente étude confirme la contribution positive des milieux de garde au développement cognitif des enfants de milieux défavorisés. De plus, les résultats de cette étude précisent quel parcours de garde est associé à la meilleure préparation scolaire des enfants. Le parcours de garde F-I pourrait contribuer à réduire l’écart entre ceux qui sont prêts à entrer à l’école et ceux qui ne le sont pas et favoriser le succès scolaire pour tous les enfants, réduisant du coup les inégalités sociales. / School readiness is an important predictor of future academic success. Studies have shown that childcare before kindergarten entry influences academic readiness of children. The objective of this study is to examine which sequences of childcare type are associated with better cognitive and socio-emotional school readiness. The second objective is to examine whether the different sequences of childcare type contribute differently to the school readiness as function of social and family characteristics. 572 children from Quebec were randomly selected from the birth’s register and were followed from 5 months of age until they entered kindergarten. Three sequences of childcare type were considered: continuous home-based care (F-F), home-based care in infancy and center care during preschool period (F-I) and continuous center care (I-I). School readiness of children following one of these sequences of childcare type was compared to those of children who have never used a regular type of care. Cognitive school readiness was assessed with the Lollipop test and socio-emotional school readiness was assessed with the Social Behavior Questionnaire. The sequence of childcare type that promotes the best cognitive school readiness without compromising the socio-emotional dimension is the F-I sequence. Conversely, when the mother had a high level of education (university), children who have stayed at home are as well prepared to enter school as the ones that had followed the F-I sequence of care. Findings of this study confirm the positive contribution of childcare on cognitive development of disadvantaged children. In addition, results of this study specify which sequence of care promotes optimal child development. Attending F-I sequence could reduce the gap between those who are ready to enter school and those who are not and thus ensure that all children start school with the same chance of success. In this way, it would be possible to reduce social inequalities.

Il presente progetto di ricerca nasce dalla collaborazione tra il mondo accademico e il mondo dei servizi che si occupano di adozione e ha l’obiettivo di progettare e applicare un protocollo di accompagnamento delle famiglie nel primo anno post-adozione. Il primo contributo della tesi è dedicato alla presentazione dettagliata del protocollo, in termini di finalità, obiettivi, metodo e, grazie a uno studio di caso singolo, si mettono in evidenza le ricadute operative dell’applicazione del protocollo stesso nell’intervento con le famiglie. Il secondo contributo offre, invece, una panoramica della situazione all’arrivo dei bambini in famiglia: lo studio si pone l’obiettivo di valutare il benessere dei bambini, considerando il peso delle esperienze vissute prima dell’adozione, e il benessere di madri e padri, con un approfondimento specifico sulla dimensione dello stress genitoriale. Il disegno di ricerca longitudinale ha, poi, consentito di tracciare i percorsi di cambiamento cui le famiglie vanno incontro e a cui sono dedicati i successivi contributi. Si sono valutati sia il recupero dei bambini, con un’attenzione specifica all’area dello sviluppo cognitivo e agli aspetti socio-emotivi legati alle performance intellettive, nonché l’andamento del benessere genitoriale. In particolare, lo studio che chiude l’elaborato di tesi discute la specifica modalità con cui le madri e i padri adottivi sembrano affrontare la transizione genitoriale, in analogia o meno a quanto accade nelle famiglie biologiche: è stata rivolta specifica attenzione alla dimensione della qualità della relazione coniugale e del supporto sociale, ancora largamente inesplorate nel panorama della ricerca nazionale e internazionale. / The research project was promoted by the Athenaeum Center for Family Studies and Research with the cooperation of the public adoption agency “Il Cerchio” Centro Adozioni ASL Milano 1, and it was aimed at developing and applying a research protocol for the agency’s first year post-adoption practice. In the first study of the thesis the research protocol was presented, in terms of finalities, aims, method, and practical implications for the intervention with adoptive families through a single-case study. The second study documented the situation at children’s arrival into the new family and it was aimed at investigating children’s wellbeing, taking into account their pre-adoptive experiences, and parents’ wellbeing, especially focusing the attention on parental stress. The next two studies presented the longitudinal data about families’ changes during the first year post-adoption. Children’s recovery in the area of social, emotional, and cognitive development, and parents’ wellbeing were evaluated. In particular the last study discussed the specific way adoptive mothers and fathers cope with the transition to parenthood, comparing with biological families’ experiences, especially on marital relationship and social support, two dimensions still not largely explored in the field of national and international research.

It is imperative to prepare South African learners to participate and function confidently within the context of a rapidly changing world. The curriculum of the South African Education System emphasises the significance of optimising learners‟ cognitive development as early as pre-school age to enable them to become creative and critical citizens who lead purposeful lives in a safe and prejudice-free environment. Despite continuous efforts by educators to optimise cognitive development, recently executed research studies indicate that cognitive development has not been adequately optimised in South African schools. This study was undertaken to establish the cognitive development level (cognitive and meta-cognitive skills and strategies, cognitive functions and non-intellective factors) of Grade R-learners and to determine the effect of an intervention programme, the Cognitive Enhancement Programme for Pre-schoolers (CEPP), on their cognitive development. By means of a literature study, I investigated whether, to what extent the cognitive development of Grade R-learners was taking place, and established which cognitive and meta-cognitive thinking skills and strategies, cognitive functions and non-intellective factors are required for effective cognitive development among Grade R-learners. In addition to this, the role of mediation for optimising cognitive development was investigated. A concurrent embedded mixed methods design was conducted in the implementation of the research. Intervention research within a quasi-experimental research design was applied. The data collection by means of a quantitative strategy (quasi-experimental research) and qualitative strategy (observation study) was executed simultaneously. By means of convenient sampling, one Grade R-class with twenty learners was subjected to a pre-test to establish their cognitive developmental level. The test results as well as the observations conducted during the pre-test revealed that the learners experienced problems related to their cognitive development. Ten of the twenty learners were then divided purposively based on their test performance into two experimental groups, Experimental Group A and Experimental Group B consisting of five participants each. Experimental group A and Experimental Group B took part in the CEPP intervention based on the principles of mediation on a rotational basis over a period of twelve weeks, during which intentional attempts were made to optimise their cognitive development. Both groups completed a post-test and delayed post-test (retention) to determine the effect of the CEPP intervention on their cognitive development. In addition to the test results, observations in the form of structured running and anecdotal records and reflective notes were utilised to understand the nature and quality of the cognitive development of the learners better. Furthermore, the effect of the intervention on their cognitive development was established. The cognitive development of Grade R-learners who participated in this study was optimised, which is a clear indication that cognitive capacity can be optimised when instruction is based on the principles of mediation / PhD, Teaching and Learning, North-West University, Vaal Triangle Campus, 2012

A violência e a agressividade fazem são parte integral do comportamento humano. Crianças criadas em ambientes violentos apresentam maior chance de desenvolver psicopatologias como ansiedade e depressão, apresentam menor desempenho escolar e regulação alterada do eixo de resposta ao estresse. Os mecanismos que levam a tais desfechos são complexos e difíceis de estudar em humanos. Até o presente momento, não existem modelos animais especificamente desenvolvidos para estudo do ambiente violento precoce e suas consequências. O presente trabalho objetivou o desenvolvimento e caracterização de um modelo animal para estudo do impacto do ambiente violento precoce sobre o desenvolvimento, com validade de construto, validade de face (aparente) e validade preditiva. Para tal, utilizamos o estresse social durante a lactação pela inserção de um macho intruso na caixa moradia da fêmea e sua prole por 5 minutos durante o ciclo claro nos dias 3, 5, 7 e 9 de vida pós-natal. Os desfechos avaliados para validade de face foram ansiedade juvenil e adulta, resposta ao estresse e capacidade cognitiva. Os desfechos avaliados para validade preditiva foram os efeitos da variação do comportamento maternal sobre os desfechos que conferem validade de face ao modelo. A intervenção com macho intruso teve forte impacto sobre a prole e a genitora. Houve redução do comportamento de amamentação nos 30 minutos após cada intervenção em comparação com ninhadas controles em horário semelhante. As genitoras do grupo violência apresentaram aumento da fração de corticosterona plasmática ligada a proteínas. Filhotes machos do grupo violência apresentaram redução da concentração basal de corticosterona 30-40 minutos após a segunda intervenção, perdurando na idade juvenil e adulta. A intervenção levou ao aumento do comportamento semelhante a ansiedade na idade juvenil em machos e fêmeas. Filhotes machos apresentaram aumento do comportamento semelhante à ansiedade e redução no desempenho cognitivo na idade adulta, além de redução da massa corporal ao longo de toda a vida e resposta exacerbada ao estresse psicológico repetido na idade adulta. Comportamentos maternais tidos como de qualidade (amamentação com dorso arqueado e lambida) foram frequentemente relacionados com proteção contra os efeitos do ambiente violento. Ansiedade da genitora teve correlação direta com os desfechos deletérios sobre os filhotes. Os desfechos de validação esperados foram confirmados. A Intervenção se mostrou um modelo consistente de ambiente violento precoce, com validade de construto, de face e preditiva. / Violence and aggressive behavior are part of human society from the begining. Although there are several public policies for violence control, it is still common and its consequences are present in modern society. Children raised in a violent environment have increased odds of developing psychopathology, like anxiety and depressive behavior, show decreased school performance and poor regulation of the hypothalamic-pituitary-adrenal axis. Mechanisms underlying those outcomes are complex and difficult to study in humans. Until present time, there are no animal models developed specifically for the study of early violent environment and its consequences. The aim of the present study was to develop and describe an animal model of early violent environment, with construct validity, face validity and predictive validity. We choose social stress during lactancy by the insertion of a male intruder in the dams home cage in the presence of its offspring as an intervention. A adult male rat was inserted for 5 minutes in dams home cage on post-natal days 3, 5, 7 and 9, during lights-on period. The outcomes assessed for face validity were Anxiety, stress response and cognitive performance. The outcomes assessed for predictive validity were maternal care variation and its impact on anxiety, cognitive performance and stress response regulation. The selected intervention had strong effects on the dams and offspring. Nursing behavior was decreased on the 30 minutes after each intervention. Violent environment dams displayed a shift in plasma corticosterone from the free to the bound fraction. Male pups showed decreased plasma corticosterone 30-40 minutes after the second intruder session, lasting throughout life. Male and female pups had increased juvenile anxiety. Male pups had increased anxiety, decreased cognitive performance and increased response to repeated psychological stress in adulthood. Maternal care quality was frequently associated with reduction better outcomes in the offspring. Maternal anxiety was found to be correlated to deleterious outcomes in the offspring. The intervention proved to be a consistent model of early violent environment, showing strong construct validity, face validity and predictive validity.