This thesis examines socialization in the homes and crèches of a rural area in a time of change. Change which is controlled and initiated from outside the local context, creates a dilemma for socialization agents when it introduces a knowledge paradigm different from that operating locally. Rural South African communities frequently experience exogenous change. The introduction of rural preschools, locally known as crèches, provides one example of such change challenging local socialization agents. While rural residents may not operate within knowledge paradigms to deal effectively with such change, they are not necessarily defeated by it. They "grapple" with the uncertainty, developing ways of coping and containing the change. This forms the focus of this thesis. Vygotsky's concept of mediation and conceptualization of the individual/society relationship, informs the examination of "grappling" with change. Two central questions are addressed: In an unfamiliar situation, what is mediated and what resources are drawn on? The research was designed around the recognition of the process nature of research, the constructivism inherent in research and the significance of the social context. Two central mediators, the mother and the crèche teacher, and the broader social context of the home and the creche, were examined. Three levels of investigation were utilised. An analysis of mediation in dyads working on an unfamiliar task provided insight into the social/psychological dynamics. Interviews with residents highlighted socialization beliefs and practices and the social context. Analysis of verses and stories taught to children revealed the inherent ideology of socialization. The main findings of this study are that: Rural residents "grapple" with social change by drawing on their own resources; in "grappling" with the unfamiliar what is mediated is an adult/child interactional status based on the inherent ideology of socialization and the dominant resource drawn on is the "culture of orality". It is argued that in the situation of neither mastery nor defeat, rural residents have used intermediary strategies of coping and containing the effect of the preschool as an agent of exogenous, social change. Recommendations are made for integrating "socialized" and "learned" knowledge from the home and the crèche.

A crescente urbanização associada à multiplicação do número de cidades e o aumento populacional, especialmente nos países em desenvolvimento, têm favorecido o surgimento e o crescimento desordenado das comunidades com consequente dificuldade de acesso aos serviços básicos, inadequadas condições de moradia e exposição a diversos contaminantes ambientais que contribuem para a baixa qualidade de vida e saúde. As parasitoses intestinais apresentam íntima relação com as condições sanitárias, constituindo um relevante problema de saúde pública com maior prevalência entre indivíduos de baixo nível socioeconômico. A ocorrência e manifestação da sintomatologia decorrente de uma infecção parasitária também se associa, principalmente, com a imaturidade do sistema imunológico em crianças com idade ntre 0 e 6 anos, que têm no ambiente de creches e pré-escolas outro importante fator que pode contribuir para a contaminação. Embora sejam crescentes os relatos de parasitismo intestinal em crianças que frequentam creches, ainda são escassas as pesquisas direcionadas aos pré- escolares da região Sul da Bahia, Brasil. Por essa razão, o objetivo deste estudo foi identificar a prevalência de Cryptosporidium spp. e Giardia lamblia em crianças de 0 a 6 anos que frequentam creches municipais de Itabuna, cidade localizada na região Sul do estado da Bahia. Para atender aos objetivos propostos foram aplicados dois questionários, um as diretoras das creches/pré-escolas, visando realizar o levantamento das condições de saneamento e práticas de higiene alimentar no ambiente escolar e outro aos responsáveis legais das crianças, com o intuito de conhecer as condições individuais e familiares dos participantes. Para pesquisa de Cryptosporidium spp. e Giardia lamblia foram coletadas três amostras fecais por sujeito da pesquisa, processadas e analisadas pelos métodos de Ziehl- Neelsen adaptado e Mariano & Carvalho, respectivamente. A prevalência de Cryptosporidium spp. e Giardia lamblia foi de 39,10% e 29,49%, respectivamente. A grande maioria das crianças é de famílias de baixa condição social e baixo nível de escolaridade, possuem alta quantidade de moradores por residência (transmissão interpessoal). Estes aspectos constituem fatores facilitadores para a disseminação desses parasitas na população estudada. O hábito de não lavar as mãos com água e sabão também se mostrou um fator facilitador a infecção por Giardia lamblia e Cryptosporidium spp., manter as unhas cortadas e limpas diminui a exposição dos indivíduos a infecção por Giardia lamblia. Diante dos resultados, a investigação das enteroparasitoses, em especial da criptosporidíase e giardíase em pré- escolares de Itabuna, Bahia, Brasil é fundamental, devido o alto índice de positividade dos exames coproparasitológicos. Tal aspecto, aliado à escassez de estudos sobre o tema nessa região, mostra claramente que se trata de um problema de saúde pública e que se tornam necessárias melhorias no planejamento estratégico da aplicação dos recursos financeiros em prol do controle das parasitoses no município / Increasing urbanization linked to the multiplication of the number of cities and population growth, especially in developing countries, have favored the emergence and the uncontrolled growth of communities resulting in poor access to basic services, inadequate housing conditions and exposure to several environmental contaminants that contribute to poor quality of life and health. The Intestinal parasitosis shows a close relationship with sanitary conditions representing an important public health problem with higher prevalence among individuals of low socioeconomic status. The occurrence and presenting of symptoms resulting from a parasitic infection are also mainly associated with the immune system immaturity in children aged between 0 and 6 years, who have in their daycare and kindergarten environment another important determinant that could contribute to contamination. Although the reports about intestinal parasitism in children attending day care centers are increasing, there is still scarse research addressing kindergarten children in Southern Bahia, Brazil. Therefore, the aim of this study was to identify the prevalence of Cryptosporidium spp. and Giardia lamblia in children aged fron 0 to 6 years old who are attended in some of Itabuna\'s daycare centers. Itabuna city is located in the southern area of Bahia state. To meet the objectives proposed two questionnaires were applied , one to the daycare / kindergarten directors, in order to survey the conditions of sanitation and food hygiene practices in the school environment and other to the legal guardians, in order to find out the individual and family conditions of the participants. For the detection of Cryptosporidium spp. and Giardia lamblia three fecal samples were collected for each research subject, processed and analyzed by the Ziehl-Neelsen adapted, and Mariano & Carvalho methods, respectively. The prevalence of Cryptosporidium spp. Giardia lamblia were 39,10% and 29,49%, respectively. The large majority of children come from families of low social status, and educational level, live in enviroment with a high number of residents per household (person transmission). These aspects are factors that facilitate the spreading of these parasites in the studied group. The habit of not washing hands with soap and water was also a facilitating factor to infection by Giardia lamblia and Cryptosporidium spp., keep nails clean and cut decreases the exposure of individuals to infection by Giardia lamblia. Given the results, the investigation of intestinal parasites, especially giardiasis and cryptosporidiosis in the kindergarten schools Itabuna, Bahia, Brazil is critical, because of the high rate of positive results of fecal examinations. This aspect, together with the scarcity of studies on the subject in this region, clearly shows that it is a public health problem and that improvements are required in the strategic planning of the financial resources uses to the control of parasitic diseases in the city

Orientador: Orly Zucatto Mantovani de Assis / Dissertação (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

Orientador: Maria Evelyna Pompeu do Nascimento / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-11T05:41:40Z (GMT). No. of bitstreams: 1 Mello_DeboraTeixeirade_D.pdf: 5431354 bytes, checksum: 585a8d5eed3a6d2b1d945e85f10d7630 (MD5) Previous issue date: 2008 / Resumo: Com este estudo, buscamos investigar a constituição de uma política nacional no Brasil para a criança pequena, a partir da criação da instituição creche. O estudo abrange o final do século XIX ¿ do ano de 1899, com a criação do Instituto de Proteção à Infância (IPAI) no Rio de Janeiro ¿ até o início do século XX, quando ações do Estado são direcionadas na busca da preservação da infância brasileira, passando a ter uma legislação específica para esse fim. A propagação dos saberes científicos como a Puericultura, a Pediatria e a Pedagogia elegeu a criança como objeto de estudo e intervenção. Celebrar a infância passou a ser o ideal de uma nação civilizada, e a creche passa a ser difundida como instituição de preservação da pequena infância. Nesse contexto, analisa-se, em primeiro lugar, a campanha em favor da assistência à infância, que se converteu em pauta para os diversos atores sociais (médicos, juristas, filantropos, representantes da Igreja e políticos) reunidos em torno da mesma causa quando o crescente interesse pela criança colocou em debate a capacidade do Estado em responder efetivamente ao problema da infância; em segundo lugar, analisam-se os modelos assistenciais de natureza diversa implementados no país para responder à causa da infância; e, em terceiro lugar, analisam-se as políticas públicas direcionadas à pequena infância a partir da origem da instituição creche no Brasil, com ênfase no discurso médico-higienista e sua influência na consolidação dessas políticas / Abstract: With this study, we tried to investigate the formation of a national policy in Brazil for small child after the creation of the Day-Care-Center Institution. The study comprehends the end of the nineteenth century ¿ from 1899, with the creation of the Child Protection Institute (IPAI) in Rio de Janeiro ¿ to the beginning of the twentieth century, when State actions are aimed at the protection of Brazilian children, and start having a specific legislation for that. The propagation of scientific knowledge, such as the Child Development Studies, the Pediatrics and the Pedagogy, has selected the child as object of study and intervention. Celebrating the Children has become the target of a civilized nation, and the Day-Care-Center begins to be considered as the institution for the protection of the small children. In this context, we analyze first the campaign for the assistance to children, which became the subject for several social activists (doctors, jurists, philanthropists, Church representatives and politicians), gathered for the same cause when the increasing interest for the children has put into discussion the competence of the State in effectively dealing with the problem of children. Secondly, we analyze the different kinds of assistance used in the country to serve the children¿s cause. Finally, we analyzed the public policies aimed at the small children after the origin of the Day-Care-Center Institution in Brazil, emphasizing the sanitary-doctor discourse and its influence in the effectiveness of these policies / Doutorado / Politicas de Educação e Sistemas Educativos / Doutor em Educação

Orientador: Aparecida Neri de Souza / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-11T04:49:32Z (GMT). No. of bitstreams: 1 Andrade_CristianeBatista_D.pdf: 1656655 bytes, checksum: 559ec0af71971962b1183a754b4db0ff (MD5) Previous issue date: 2008 / Resumo: Quais as condições nas quais os/as profissionais que fazem a educação e o cuidado de crianças, com idade entre zero e seis anos, concretizam o trabalho? Quais são os aspectos relativos ao emprego e à organização do trabalho que informam as relações de trabalho em creches organizadas e mantidas pelo poder público? Para responder a estas indagações, as relações de trabalho foram compreendidas como relações de poder e o processo de trabalho, no campo da educação infantil, mediado não só por arranjos institucionais, mas também pelo saber que fundamenta este trabalho. O foco da pesquisa é o trabalho no campo da educação infantil no setor público, realizado em creche municipal localizada em bairro da periferia urbana em Campinas, no período entre 2003 e 2006, e tem como objetivo a análise das relações e das condições de trabalho de monitoras e professoras. A pesquisa interrogou, na creche selecionada, como as professoras e monitoras (na sua maioria mulheres) constroem suas trajetórias ou carreiras profissionais e quais as representações que constroem sobre o trabalho em educação. As trajetórias diferenciadas, das professoras e das monitoras, são marcadas pela formação, pelo recrutamento, seleção e pela origem social. A pesquisa se interessou não só apreender estas diferenças, mas também como as relações de trabalho expressam as relações de poder, as hierarquias e como se estabelecem as desigualdades entre os que trabalham na creche. A heterogeneidade de inserção profissional em creches ¿ como monitoras e professoras ¿ requereu a compreensão sobre as especificidades de cada uma das profissões. Como as diferentes formas de organização do trabalho contribuíram para diferentes exigências quanto à formação e qualificação, ao mesmo tempo, que informam relações de poder imbricadas nas relações de gênero e na construção do conhecimento e nos saberes profissionais. Essa análise também pretendeu desvelar as representações que as professoras e monitoras constroem para além do que se expressam nas políticas e nas estatísticas educacionais.Para tanto os referenciais analíticos foram construídos a partir da teoria do poder formulada por Norbert Elias. Como as análises sobre as condições e as relações de trabalho não são indissociáveis da discussão sobre a divisão sexual do trabalho e relações sociais de sexo, observaram-se as práticas sociais como diversas e contraditórias em diálogo com as propostas metodológicas produzidas por Daniele Kergoat e Helena Hirata. A pesquisa insere-se nas possibilidades e contribuições para o debate sobre as relações de trabalho em instituições educativas, em especial naquelas orientadas para a educação infantil / Abstract: What are the conditions in which educators and caregivers of children agedc between zero and six fulfill their roles? What aspects of employment and organization of work tell us about the working relationships in day care centers planned and supported by the state? In order to answer these questions, working relationships is understood to mean power relations, and the working process in the field of early childhood care and education not only mediated by institutional arrangements, but also by the knowledge that provides the foundations for that work. The research focuses on the work in the field of early childhood care and education in the public sector carried out in a municipal day care center located in an area on the periphery of Campinas, between 2003 and 2006, and aims at analyzing the working conditions and relationships for caregivers and teachers. Teachers and caregivers (mostly women) from the selected day care center for the research were asked how they choose their paths or build their careers, and about the representations they made of jobs in education. Teachers¿ paths are distinguished from caregivers¿ by formal education, recruitment, selection and social background. The research had an interest in comprehending those differences, as well as the way working relationships express power relations, hierarchies, and inequalities between workers of a day care center are established. The heterogeneous insertion of professionals in day care centers ¿ such as caregivers and teachers ¿ demanded an understanding of the specifics about each job. How the distinct organization forms of work have contributed to different education and qualification requirements, at the same time show power relations overlapped with gender relations, the construction of knowledge, and professional expertise. This analysis also intended to reveal the representations teachers and caregivers make other than those expressed in educational policy and statistics. With that in mind, the analytical references were framed as from the theory of power formulated by Norbert Elias. Since analyses of working conditions and relationships cannot be dissociated from the discussion about the sexual division of work and gender social relations, it was observed diverse and contradictory social practices conversing with the methodology proposals presented by Daniele Kergoat and Helena Hirata. The research is inserted into the possibilities and contributions to the debate over working relationships in educational institutions, especially in those for early childhood care and education / Doutorado / Educação, Sociedade, Politica e Cultura / Doutor em Educação

Orientador: Elisabete Dória Bilac / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciências Humanas / Made available in DSpace on 2018-08-19T18:35:09Z (GMT). No. of bitstreams: 1 Patricio_LucianoOliva_M.pdf: 1062511 bytes, checksum: 6a058400fedfe1a734a8dde1a5b9a0b2 (MD5) Previous issue date: 2012 / Resumo: Entre 1980 e 2010 o Brasil vivenciou um processo de rápido e intenso declínio das taxas de fecundidade. De uma média de 4,3 filhos por mulher no início do período, as taxas recuaram para próximo de 2,0 em 2000, e para bem abaixo disto no final da primeira década do século XXI. Nesta última década, a educação infantil, que na etapa de creche era praticamente inexistente, registrou crescimento expressivo, porém assimétrico, em todo o país. Não deixa de ser paradoxal que a etapa inicial do processo de educação só tenha se tornado importante quando a participação das crianças de 0 a 3 anos na população já se reduzira de forma significativa em todos os municípios do país. Este trabalho aborda este paradoxo, e busca conhecer as imbricações entre a queda da fecundidade e a expansão da educação infantil nos maiores municípios das regiões Sul e Sudeste do Brasil. A pergunta chave é "por que tivemos pouca creche quando tínhamos muitas crianças e só viemos a ter mais creches quanto já não temos tantas crianças?" Para tanto, analisam-se os dois processos à luz da literatura internacional e brasileira, e propõe-se um modelo explicativo baseado na combinação do esgotamento dos arranjos privados de cuidado infantil com o aumento da capacidade de financiamento das creches, proporcionado justamente pelo alívio da pressão demográfica sobre os orçamentos familiares e as redes de ensino / Abstract: From 1980 to 2010 Brazil experienced a steep decline in fertility rates. From an average of 4.3 children per woman at the beginning of the period, by the year 2000 the rate had dropped to nearly 2.0 and to well below this at the end of the 21st Century's first decade. During the last decade, early childhood education, until then nonexistent, registered impressive but skewed growth throughout the country. In what seems to be a paradox, early childhood education only became important when the proportion of children below 3 years of age with respect to the whole population had already dropped considerably in all of the country's municipalities. This paper addresses this paradox and endeavors to identify the mutual relationships between fertility rate decline and the growth of early child education in the largest cities of Brazil's South and Southeast regions. The key question is "Why did Brazil have a small number of early age schools while the infant/toddler population was large and why did the number of such establishments increase after the decline in the number of infants and toddlers?". To address this question, both trends were analyzed from the viewpoints of international and Brazilian literature and an explanation model is being proposed, based on both the exhaustion of the former private solutions in child care and the increase in the availability of monies to maintain early childhood education, which only became possible with the relief of the demographic pressure on family budgets and on education networks / Mestrado / Demografia / Mestre em Demografia

M.A. / The child and youth care system in South Africa was transformed on recommendations of the Inter-Ministerial Committee on the Transformation of the Child and Youth Care System in 1996. The South African Constitution, The Bill of Rights and the Children’s Act 38 of 2005 and its amendment Children’s Act 41 of 2007 ensure that the best interest of children is paramount in all services to children. Corporal punishment was abolished as a method of disciplining children because of its punitive nature and the negative effects it had on children. The motivation for this study arose from the need of the researcher to find out what has replaced corporal punishment, if anything, in the rights-based post corporal punishment era. The objectives for the study were: to explore what was perceived as challenging behavior by the children and child care workers, to establish what methods were used to manage what was perceived as challenging behavior, to explore what training was received by the child care workers to assist them in managing challenging behavior and to make recommendations on the findings. An exploratory, descriptive qualitative research design approach was found to be suitable for this qualitative study. Focus groups were conducted as a means of collecting data. Findings from the study indicated that not much had changed with regards to the methods used to discipline children in the institution post the corporal punishment era. From the study it could be deduced that there is still a lot to be done in terms of alternatives in managing challenging behaviour of children. The study makes recommendations that will involve all significant role players including children in managing challenging behaviour in places of care.

This exploratory study focused on identifying the stuctural indicators of high quality childcare that are associated with high levels of caregiver sensitivity. The participants in the study were 318 caregivers employed in 234 Canadian childcare centres. Caregivers were observed in their centres and their sensitivity was rated using the Caregiver Interaction Scale (Arnett, 1989). Structural indicators of quality were identified through a Centre Questionnaire and a Staff Questionnaire developed for the You Bet I Care! study (Goelman et al. 2000) sent to centres prior to the observations. Using a median split, the caregivers' scores were divided into high and low scores and the structural indicators of the two groups were compared. The results were analysed first considering the scores of all observed caregivers together and then as two separate groups: caregivers of infants and toddlers and caregivers of children aged 3 to 6 years. The analysis revealed that certain features of the centre and characteristics of the caregiver were associated with higher levels of caregiver sensitivity. The features of the centre that were associated with caregiver sensitivity included financial issues (eg. wages), staff development, centre administration, and characteristics of the children in the centre. Characteristics of the caregivers that were associated with sensitivity were caregiver attitudes and beliefs, caregiver feelings about their work, and level of education. The results of this study suggest that caregiver sensitivity which is related to positive developmental outcomes for children may be enhanced through the active support of the larger community. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

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