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O auxílio-creche da USP e suas implicações para a educação e o cuidado infantil / The day-care funding in the University of São Paulo and its implications in infant educare.Ana Maria de Araujo Mello 14 February 2011 (has links)
Ao longo da história, a escola da elite não é a mesma que a do trabalhador. Nos últimos anos, desenvolveram-se inúmeros arranjos familiares e formas de organizar o dia a dia da criança pequena. Diferentes formas e arranjos educacionais retratam e exprimem essa diferença, que reproduz a desigualdade entre as classes. Assim, apesar da grande ampliação do atendimento a partir dos anos 1980, persistiu a oferta de padrões distintos conforme o perfil social dos usuários. O auxílio-creche é um benefício pecuniário conquistado pelos servidores com filhos de menos de sete anos e que não frequentam as creches da USP. Essa pesquisa objetiva investigar o impacto desse auxílio sobre o tipo de atendimento educacional e de cuidado recebido pelas crianças das famílias beneficiárias. Optou-se por uma metodologia qualitativa, na modalidade estudo de caso. Coletou-se e se analisou um conjunto documental que regulamenta o auxílio-creche, bem como os documentos que detalham a relação candidato/vaga/matrícula da Creche Carochinha de Ribeirão Preto, por categoria de usuários, para analisar eventual mudança no perfil da demanda e dos usuários. Aplicou-se um questionário junto a 64 servidores da classe Básico, beneficiários do auxílio, no campus da USP de Ribeirão Preto. Foram entrevistados um dirigente sindical que havia acompanhado as negociações que resultaram na implantação e ampliação do auxílio, a diretora da Divisão de Creches Coseas e a diretora da Creche Carochinha. Foram também entrevistados cinco funcionários beneficiados com o auxílio-creche e um cônjuge. Reconhecendo-se a relevância histórica das conquistas para a educação infantil, procurou-se compreender as negociações de acordos trabalhistas sobre o auxílio-creche da USP. Os resultados apontam para o risco de que o auxílio-creche determine que sejam oferecidas diferentes qualidades de cuidado infantil. A conseqüência é a ampliação de modelos alternativos de educação e de cuidado infantil, que, nesta pesquisa, foram considerados modelos incompletos para a infância. Afirmou-se a ideia de que programas como o auxílio-creche para a infância desresponsabilizam o Estado e acentuam as diferenças sociais, pois promovem a expansão do atendimento das crianças de camadas pobres sem a qualidade preconizada pela legislação, pelas pesquisas referentes à infância pequena e pelos princípios e critérios de qualidade defendidos pelos movimentos sociais. Palavras-chave: educação infantil, creche, auxílio-creche, reembolso-creche, bolsa creche, benefícios. / Throughout history, the school of the elite differs from that of the worker. In recent times, different forms of family organization and of the day-by-day services for small child have appeared. The various educational formats and schemes of organization in use reflect this difference, which reproduces the general class inequality. Accordingly, despite the marked development of the day care since the 80ies, distinct patterns of quality have persisted, according to the social status, a situation which is highlighted in the present study of the day-care family funding provided by the University of S. Paulo (USP). This is a financial supplement obtained by the public servants with children below seven years of age which do not attend the university day-care unit. The purpose of the present research is to investigate the impact of this funding upon the type of educational and health care provided to the children involved. A qualitative approach was used, in the case study variant. Specific documents on the day-care funding as well as others which analyze the relationship between postulants/vacancies/enrollments at the so-called Creche Carochinha of the campus of the USP at the city of Ribeirão Preto were collected and analyzed, to determine the possible changes in the profile of the postulants and users. A questionnaire was applied to 64 servants of the Basic class, which receive the day-care funding in the campus of Ribeirão Preto. An union leader which had been involved in the negociations concerning the funding, as well as the Director of the Day-care Division of the Coseas (Coordenaria de Assistência) and the Director of the Day-care unit Carochinha have been interviewed. Five servants which received the funding and a spouse were also interviewed. The negociations which led to the implantation of the day-care funding system at the USP were analyzed, with the recognition of the historical importance of the institutional advance for early child education. The results point out the risk that the day-care funding should induce an increased number of alternative models of education and care, with large variations in its quality, which were considered in this study as an incomplete model for childhood. The hypothesis was confirmed that programs such as the day-care funding reduce the responsability of the State and accentuate class differences, by promoting the expansion of the care for children from low income families, without the quality required by the Law, by the researches on infancy and by the quality determinants put forward by the social and labor movements. Key words: childhood education, day-care center, day-care funding, education / infancy / child, agreements.
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Communication and socialization skills of three year olds with a history of language delayDahm, Pamela Susan 01 January 1989 (has links)
The purpose of this study was to compare receptive language, expressive language, and socialization skills of preschool children who have a history of expressive language delay (ELD) with age mates who have a history of normal language development.
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”DU OCH JAG, FRÖKEN!” : pedagogiska möten mellan barn och vuxna på fyra daghemBergeling, Ann-Sofie January 2001 (has links)
The aim of this study is to describe the day care center as an educational envirorunent, focusing the interaction between caregiver and child. The theoretical frame of reference is Bronfenbrenner's ecological mode! of human development. The day care center is considered as a "microsystem" where the children develop by interacting with the adults in terms of what the children and adults do together, how they do it and the role they take. It is a qualitative study. The author has spent two weeks in each of the four day care centers. The data have been collected by interviews, videorecordings and observations and are presented as "pictures". The thesis states that thi:? interaction between caregiver and child can be looked upon as "meetings". However, the adult and the child do not always meet. They may meet in a physical sense but that does not guarantee that they also meet in a psychological sense. Those caregivers who tend to "meet" the children are contingent, openminded and active. They respect the children, see them and confirm them with a permissible attitude. The possibilities to meet are finally regarded in relation to the physical setting, established norms, the personality of those who interact and the caregiver's "pedagogical attitude".
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"Varicela -Zóster em crianças de creches municipais de Taubaté" / Varicella-Zoster in children attended in day cares of TaubatéMarcitelli, Ricardo 21 July 2005 (has links)
Objetivos: Descrever a morbidade associada à varicela em crianças usuárias de creches Municipais de Taubaté e o conhecimento de seus familiares sobre a doença. Casuística e Métodos: Estudo de corte transversal, realizado através de inquérito com responsáveis por 664 crianças que contraíram varicela após admissão às creches. Os responsáveis pelas crianças foram entrevistados por um único examinador, que utilizou um formulário previamente testado. Os dados foram compilados em banco de dados e analisados utilizando o programa Epi-info versão 6.01. Resultados: A varicela acometeu crianças de seis meses a sete anos de idade (mediana = 36 meses) e 8,4% tiveram a doença antes de um ano. Os principais sintomas foram: exantema (100,0%), febre (85,4%), anorexia (39,6%) e cefaléia (15,3%) / Objective: To evaluate the morbidity associated to varicella in day cares centers of Taubaté and the parent's knowledge about the disease. Subjects and Methods: Cross-sectional study, including 664 children that had varicella after admission to the day care centers. Parents of children were interviewed by one of the participant of the study that filled in previously tested form. Data were compiled in database and analyzed in program Epi-info version 6.01. Results: Children had varicella at six months to seven years of age, (median = 36 months) and 8.4% of cases occurred in children under 12 months of age. The most frequent symptoms were: exantema (100.0%), fever (85.4%), anorexia (39.6%) and headache (15.3%). Five hundred and seventeen children (77.9%) were taken for medical visits, 80.6% were medicated, and 73 children (11.0%) were medicated with anti-inflammatory drugs and 52 children (7.8%) with antibiotics
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"Varicela -Zóster em crianças de creches municipais de Taubaté" / Varicella-Zoster in children attended in day cares of TaubatéRicardo Marcitelli 21 July 2005 (has links)
Objetivos: Descrever a morbidade associada à varicela em crianças usuárias de creches Municipais de Taubaté e o conhecimento de seus familiares sobre a doença. Casuística e Métodos: Estudo de corte transversal, realizado através de inquérito com responsáveis por 664 crianças que contraíram varicela após admissão às creches. Os responsáveis pelas crianças foram entrevistados por um único examinador, que utilizou um formulário previamente testado. Os dados foram compilados em banco de dados e analisados utilizando o programa Epi-info versão 6.01. Resultados: A varicela acometeu crianças de seis meses a sete anos de idade (mediana = 36 meses) e 8,4% tiveram a doença antes de um ano. Os principais sintomas foram: exantema (100,0%), febre (85,4%), anorexia (39,6%) e cefaléia (15,3%) / Objective: To evaluate the morbidity associated to varicella in day cares centers of Taubaté and the parent's knowledge about the disease. Subjects and Methods: Cross-sectional study, including 664 children that had varicella after admission to the day care centers. Parents of children were interviewed by one of the participant of the study that filled in previously tested form. Data were compiled in database and analyzed in program Epi-info version 6.01. Results: Children had varicella at six months to seven years of age, (median = 36 months) and 8.4% of cases occurred in children under 12 months of age. The most frequent symptoms were: exantema (100.0%), fever (85.4%), anorexia (39.6%) and headache (15.3%). Five hundred and seventeen children (77.9%) were taken for medical visits, 80.6% were medicated, and 73 children (11.0%) were medicated with anti-inflammatory drugs and 52 children (7.8%) with antibiotics
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Prevalência de enteroparasitoses na população atendida em uma creche pública do Rio Grande, RS, e comparação de métodos de diagnósticos para giardíaseBerne, Ana Cristina 30 March 2007 (has links)
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Previous issue date: 2007-03-30 / The enteroparasitosis remains as an important public health problem in children in the
Brazil, showing variable prevalence, according to the State and evaluated population.
Studies with day-care center children are scarce, however, already knows that the
exposure of the children in these places increased the susceptibility to parasitosis. Among
the parasitosis the protozoary Giardia lamblia is responsible for severe diarrhea cases in
children and the routine diagnosis methods presents many false negative results. The aim
of this study was investigate the enteroparasitosis prevalence in children from a day-care
public center of Rio Grande county, Rio Grande do Sul State and compare diagnosis
techniques in samples of their fecal material to Giardia lamblia , the ELISA immunoassay
and the centrifugal-sedimentation methods. 165 fecal samples where evaluated and
processed by centrifugal-sedimentation and centrifugal-flotation methods, stained by
trichromium and Kinyoun after the concentration by centrifugal-sedimentation. The general
prevalence of enteroparasitosis was 64,2% (106/165). The most prevalent nematods
species founded was Trichuris trichiura (24,2%) and Ascaris lumbricoides (22,4%) and the
the most prevalent protozoary specie was Giardia lamblia (30,3%). The presence of
opportunists coccids where also registered Cryptosporidium spp. (2,4%) and Isospora belli
(0,6%). Among the positives 56,6% (60 samples) showed simple infection and 43,4% (46
samples) showed associated infection. The presence of non pathogenic protozoary like
Entamoeba coli (15,2%), Endolimax nana (3,6%) and Enteromonas hominis (4,8%),
indicated environmental fecal source contamination. The higher prevalence of nematods
and protozoary in the studied population suggests the necessity of implementation of
educational measures to prevent these enteroparasites. In the evaluation of comparative
diagnosis of G. lamblia a higher positivity was verified in the ELISA technique 57%
(90/158), followed by the centrifugal-sedimentation method 27,8% (44/158). The obtained
results in this study suggests that is higher the prevalence of nematods and protozoary in
the evaluated children and the ELISA technique to detect antigen in fecal sample showed
higher efficiency to giardiasis diagnosis. / As enteroparasitoses ainda constituem um importante problema de saúde pública
em crianças no Brasil, com prevalências bastante variáveis, conforme a região e
população avaliada. Estudos com crianças que freqüentam creches são escassos,
entretanto, sabe-se que nestes ambientes, as crianças estão mais expostas as
parasitoses, dentre as quais o protozoário Giardia lamblia que é responsável por quadros
graves de diarréia em crianças e os métodos de rotina utilizados no diagnóstico levam a
muitos casos de falso-negativos. O objetivo deste trabalho foi investigar a prevalência de
enteroparasitos em crianças de uma creche pública do Rio Grande, cidade portuária,
localizada na região sul do estado do Rio Grande do Sul e comparar a técnica de ELISA
(kit comercial Giardia II) com os métodos de centrífugo-flutuação e centrífugo-
sedimentação para o diagnóstico de G. lamblia em fezes de crianças. Primeiramente
foram avaliadas 165 amostras de fezes de processadas pelo método de centrífugo-sedimentação
e centrífugo-flutuação e pelas colorações de tricrômio e de Kinyoun. A
prevalência geral de enteroparasitos foi de 64,2% (106/165). Os nematódeos mais
prevalentes foram Trichuris trichiura (24,2%) e Ascaris lumbricoides (22,4%) e o
protozoário mais prevalente foi G. lamblia (30,3%). Também foram registradas as
presenças dos coccídeos oportunistas Cryptosporidium (2,4%) e Isospora belli (0,6%).
Dentre os positivos, 56,6% (60) apresentaram infecção simples e 43,4% (46) associadas.
Constatou-se também a presença de protozoários não patogênicos, como Entamoeba coli
(15,2%), Endolimax nana (3,6%) e Enteromonas hominis (4,8%), que indicou
contaminação de origem fecal do ambiente. A alta prevalência de nematódeos e
protozoários na população estudada sugere a necessidade de implementação de medidas
educacionais, visando a prevenção destes enteroparasitos. Na avaliação do diagnóstico
comparativo de G. lamblia foi verificado maior positividade para a técnica de ELISA, 57%
(90/158), seguido do método de centrifugo-flutuação, 30,3% (48/158) e centrífugo-sedimentação,
27,8% (44/158). A partir dos resultados obtidos no presente estudo pode-se
concluir que é alta a prevalência de nematódeos e protozoários nas crianças avaliadas
e que a técnica de ELISA para detectar antígenos nas fezes é mais eficiente que os
métodos de centrífugo-flutuação e centrifugo-sedimentação, podendo, portanto, ser
utilizada, tanto no diagnóstico individual como em estudos epidemiológicos da giardíase.
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Projeto político-pedagógico na creche: participação e protagonismo da equipe de funcionárias(os) de uma unidade da rede municipal de santo andré. / Proyeto politico-pedagogico de la guarderia: participación y protagonismo de empleados de una unidad ubicada en santo andré-SPVieira, Ana Luzia da Silva 30 November 2015 (has links)
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Previous issue date: 2015-11-30 / This intervention-research analyses how teachers and staff comprehend the participation, belonging and leadership of employees in the preparation and monitoring processes of the Children's day care center Political and Educational Project – PPP*, during the years of 2013, 2014 and 2015, stressing that the researcher is the principal condition of the school unit. The universe of this research is a Children's day care center with children aged zero to three years old in Santo André – SP. The participants of this research are members of the management, teachers and staff from different areas working at the school: cleaning staff, cooking staff, office clerks and child development agents. The qualitative methodology (LÜDKE & ANDRÉ, 1986; FRANCO & PIMENTA, 2008; FREIRE, 2014); suggested the collection of data via analytical reading of the PPPs from 2013, 2014 and 2015, participatory observation and organization of eleven conversation circles. Several categories were identified and interpreted throughout this work from the school’s documents, observation records and audio-recorded transcriptions of conversation circles content analysis (BARDIN, 2011). This study bases itself from fieldwork research on democratic management and PPP at the school (FREIRE, 1967; 1982; 1997; 2002; 2014), (PARO, 2001; 2007), (GADOTTI, 2007; 2014); and from childhood and childhood education (CAMPOS, 1993; 1994; 2009), (KUHLMANN JR., 2011), (OLIVEIRA-FORMOSINHO & KISHIMOTO, 2007; 2013), amongst others. The results indicate contradictions in what concerns the views about crèches, childhood education, school management, continued education while at the workplace and professional development. Even in face of the contradictions pointed out by the participants, it is noted that as the staff member participates of the formulation, progress and evaluation of the PPP and feels valued and recognized by his or her participation, this person gains a sense of belonging and becomes a leading figure of such process. In conclusion, the leadership in the formulation and progress of the PPP is linked to the democratic management experienced at the crèche, aware of its relative autonomy, which aims to promote participation through the creation of formative spaces instituted by the management team in order to collectively discuss the administrative, political and educational areas of the work by the crèche professionals in a permanent dialog. In this journey, which is by no means linear, the contradictions are found in several circumstances: in public policy, which invests in professional development but at the same time does not create conditions to avoid the constant turnover of professional staff; and at the crèche, where by investing in dialog spaces has to prepare itself for the conflicts that emerge from the relations between people, which are revealing, including contradictions present in public policy itself. All this experience generates the mode by which each and everyone attributes a sense of belonging and meaning to his or her leading role and participation in the crèche’s PPP. / Esta investigación-intervención analiza cómo profesores (as) y empleados (as) comprenden la participación, la pertenencia y el protagonismo de empleados en el proceso de preparación y seguimiento del Proyecto Político-Pedagógico (PPP) de la guardería durante el año 2013, 2014 y 2015, haciendo hincapié en que el investigador es la condición principal de la unidad escolar. El tema de la investigación es una guardería de niños de cero a tres años, ubicada en Santo André-SP, y los participantes de la investigación son miembros del equipo directivo, profesores (as) y empleados (as) de distintos segmentos: equipo de limpieza, de cocina, de oficina, agentes de desarrollo infantil. La metodología del tipo cualitativo (LÜDKE Y ANDRÉ 1986; FRANCO Y PIMIENTA, 2008; FREIRE, 2014) orientó el levantamiento de los datos de la encuesta a través de la lectura y análisis del PPP de los años 2013, 2014 y 2015, de la observación de los participantes, y de la realización de once ruedas de conversación. Del análisis de contenido (BARDIN, 2011) de los documentos escolares, de los registros de observación y de las transcripciones de grabaciones de audio de los ruedas de conversación, fueron identificadas las categorías interpretadas a lo largo de la obra. La investigación se basa en estudios en el campo de la gestión democrática y PPP en la escuela (FREIRE, 1967; 1982; 1997; 2002; 2014), (PARO, 2001; 2007), (GADOTTI, 2007; 2014); y de la infancia y Educación Infantil (CAMPOS, 1993; 1994; 2009), (KUHLMANN JR, 2011.) (OLIVEIRA-FORMOSINHO Y KISHIMOTO, 2007; 2013), entre otros. Los resultados indican contradicciones con respecto a las concepciones de guardería, la Educación Infantil, la gestión escolar, la educación continuada y el desarrollo profesional. No obstante las contradicciones señaladas por los (as) participantes de la encuesta, se observa que, en la medida en que el (la) empleado (a) participa en el desarrollo, en el progreso y en la evaluación del PPP, y se sienta valorado y reconocido por su participación, va sintiendo que pertenece y es protagonista en ese proceso. Concluyendo que el papel principal en la preparación y seguimiento del PPP está vinculado con el ejercicio de la gestión democrática con experiencia en guardería, y la claridad de su relativa autonomía, que busca promover la participación a través de la creación de áreas de entrenamiento, establecidos por el equipo directivo, de forma que las dimensiones de naturaleza administrativa, política y pedagógica de la guardería podrán ser discutidas colectivamente por los profesionales del cuidado de niños, en un diálogo permanente. En ese camino, que es lineal, de alguna forma, las contradicciones son en varios niveles: en la política publica que invierte en capacitación en servicio, al mismo tiempo que no genera las condiciones para que se evite el constante remplazo del personal profesional y; en la guardería, que al invertir en espacios de diálogo, tiene que prepararse para los conflictos que emergen de las relaciones que se dan entre las personas y que revelan, incluso, las contradicciones presentes en la propia política pública. Toda esta experiencia genera el modo cómo todos y cada uno, dan sentido de pertenencia y significado a su papel y la participación en el PPP de la guardería. / Esta pesquisa-intervenção analisa como professoras e funcionárias(os) compreendem a participação, o pertencimento e o protagonismo das(os) funcionárias(os) no processo de elaboração e acompanhamento do Projeto Político-Pedagógico (PPP) da creche no decorrer dos anos 2013, 2014 e 2015, ressaltando que a própria pesquisadora encontra-se na condição de diretora da unidade escolar. O universo da pesquisa é uma creche com crianças de zero a três anos de idade, localizada na cidade de Santo André-SP, e os participantes da pesquisa são integrantes da equipe gestora, professoras e funcionárias(os) de diferentes segmentos: equipe da limpeza, da cozinha, da secretaria, agentes de desenvolvimento infantil (ADI). A metodologia do tipo qualitativa (LÜDKE; ANDRÉ, 1986; FRANCO; PIMENTA, 2008; FREIRE, 2014) orientou o levantamento dos dados por meio da leitura e análise do PPP dos anos de 2013, 2014 e 2015, da observação participante e da realização de 11 rodas de conversa. Da análise de conteúdo (BARDIN, 2011) dos documentos da escola, dos registros de observação e das transcrições das audiogravações das rodas de conversa, foram identificadas categorias interpretadas ao longo do trabalho. A pesquisa fundamenta-se em estudos no campo da gestão democrática e PPP na escola (FREIRE, 1967; 1982; 1997; 2002; 2014), (PARO, 2001; 2007), (GADOTTI, 2007; 2014); e da infância e Educação Infantil (CAMPOS,1993; 1994; 2009), (KUHLMANN JR., 2011), (OLIVEIRA-FORMOSINHO; KISHIMOTO, 2007; 2013) dentre outros. Os resultados indicam contradições no que se refere às concepções de creche, Educação Infantil, gestão escolar, formação continuada em serviço e valorização profissional. Mesmo diante das contradições evidenciadas pelos participantes da pesquisa, constata-se que, na medida em que a(o) funcionária(o) participa da elaboração, andamento e avaliação do PPP e se sente valorizado e reconhecido pela sua participação, vai se tornando pertencente e protagonista desse processo. Conclui-se que, o protagonismo na elaboração e acompanhamento do PPP está vinculado ao exercício da gestão democrática vivenciado na creche, tendo clareza de sua relativa autonomia, o qual busca promover a participação por meio da criação de espaços formativos instituídos pela equipe gestora para que as dimensões de caráter administrativa, política e pedagógica do trabalho da creche possam ser discutidas coletivamente pelas(os) profissionais da creche em diálogo permanente. Nesse percurso, que de modo algum é linear, as contradições se põem em diversas instâncias: na política pública, que investe na formação em serviço e, ao mesmo tempo, não cria condições para evitar a constante rotatividade do quadro de profissionais e; na creche que, ao se investir nos espaços de diálogo tem de se preparar para os conflitos que emergem das relações que se dão entre as pessoas e que são reveladoras, inclusive, das contradições presentes na própria política pública. Toda essa vivência gera o modo como cada um e cada uma atribui sentido de pertencimento e significado ao seu protagonismo e à sua participação no PPP da creche.
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Možnosti uplatnění pracovníků přímé péče v denních stacionářích ve vybraném regionu / Possibilities of employment of direct care workers in day care centers in selected regionMatošková, Iva January 2020 (has links)
This master's thesis deals with the possibilities of employment of direct care workers in day care centers. The thesis is divided into two parts. The theoretical part provides a primary insight into the system of social services with the specification of day care centers as social care services according to Act No. 108/2006 Coll., On social services. It also discusses the range of professions that can be employed in day care centers based on the Czech Republic's legal system. The practical part presents quantitative research which had an aim to find out the possibilities of employment of direct care workers in day care centers in a selected region, the capital city of the Prague region. The research monitors the professional proportionality of multidisciplinary teams concerning the level and field of education and employee participation in activities carried out in day care centers. Based on the research results, the last part of the work proposes recommendations for practices. There is a demonstration of work using the staging method and applying the principles of experiential learning. The demonstration's intention is the development of functional communication and the practice of establishing social contacts for clients with an autism spectrum disorder. The motivation for the activities is Daisy...
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Mapping the Days: The relationship between the built environment in day-care centers and the spontaneous activities of people with dementiaHou, Congsi 14 September 2018 (has links)
This doctoral thesis focuses on the built environment of adult day-care centers (ADCs). It presents a mixed-method empirical research on six German ADCs with the purpose of understanding the relationship between their built environment and the spontaneous activities (SAs) of their care recipients with dementia.
Field observations, Space Syntax analysis and interviews are the methods of the research. They are used to analyze how the distributions and patterns of the SAs of people with dementia are in relation to the building layout, room function, social density, and spatial visibility and accessibility of the ADCs.
The research results suggest that the built environment in ADCs has influence on the distributions of SAs of people with dementia. In terms of building layout, it is revealed that the central space has a gathering effect on the location of SAs. In terms of room function, it is showed that more than 90% of SAs are distributed in the living room, the dining room, and the transition area/corridor. While no correlation is observed between the social density and the SA distribution, significant positive correlations are suggested between the spatial visibility and the SA distribution, as well as the spatial accessibility and the SA distribution. Moreover, furniture location is revealed to have an effect on the SA distribution through influencing the spatial accessibility.
The thesis discusses the research findings in comparison with other previous studies. In addition, practical recommendations for design of ADCs for people with dementia are provided with examples and illustrations. / Die vorliegende Dissertation gibt einen Einblick in die architektonischen Merkmale von Tagespflegeeinrichtungen für Senioren. Dazu wurde eine empirische Studie in sechs deutschen Tagespflegeeinrichtungen durchgeführt mit dem Ziel, die Beziehung zwischen gebauter Umwelt und den spontanen Aktivitäten (SAs) von Menschen mit Demenz zu verstehen.
Die in der Arbeit verwendeten Methoden waren Feldbeobachtungen, Space Syntax Analysen und Interviews. Dadurch wurden Verteilung und Abläufe der SAs von Menschen mit Demenz in Bezug auf die Grundrissstruktur, Raumfunktionen, soziale Dichte, Blickbeziehung (spatial visibility) und Zugänglichkeit (spatial accessibility) der Tagespflegeeinrichtungen analysiert.
Die Forschungsergebnisse deuten darauf hin, dass die Architektur von Tagespflegeeinrichtungen Einfluss auf die Verteilung von SAs von Menschen mit Demenz hat. In Bezug auf die Grundrissstruktur wird gezeigt, dass ein zentral gelegener Raum eine sammelnde Wirkung auf die Verteilung der SAs hat. Betrachtet man die Abhängigkeit der Raumfunktionen zu den Aktivitäten, so finden diese hauptsächlich (über 90 %) im Wohnzimmer, Esszimmer oder Flurbereich statt. In Bezug auf die soziale Dichte lässt sich keine Abhängigkeit erkennen, wohl aber bei der Analyse der Blickbeziehung (spatial visibility), sowie der Zugänglichkeit (spatial accessibility), hier gibt es eine positive Wechselbeziehung zu der Verteilung von SAs. Darüber hinaus zeigte sich, dass der Standort der Möbel eine Auswirkung auf die SA-Verteilung hat, da diese die Zugänglichkeit (spatial accessibility) beeinflusst wird.
Die Arbeit vergleicht und diskutiert die erzielten Forschungsergebnisse mit anderen bisherigen Studien. Praktische Empfehlungen für den Entwurf von
Tagespflegeeinrichtungen für Menschen mit Demenz werden anhand von Beispielen und Illustrationen am Ende der Arbeit präsentiert.
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Adult Day Services: State Regulatory and Reimbursement StructureWeaver, Jan W. (Jan Wilkerson) 05 1900 (has links)
As the need for community care increases, complete and up-to-date information about organizational structure is crucial to making appropriate decisions about the expansion of adult day services. The absence of uniform national policies results in states and communities being relegated to balancing limited funds with the demand for adult day services, and in many areas, the lack of adult day care centers altogether. This study provides an overview of the types of state reimbursement, the availability of different funding sources, and the utilization of the sources in various states.
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